ABSTRACT

The aim of this study was to evaluate the effect of school-based variables on the implementation of performance evaluation of teachers in public primary schools in the sub-county of Kieni-East, Nyeri County, Kenya. The aims of the study were to evaluate the degree to which the transformative leadership of head teachers, incentive policy, resource provision, exposure to learning and feedback affected the performance assessment development of teachers. There was a mixed style used. In the Kieni-East Sub-County, the target population was 52 head teachers and 566 teachers. The sample size was 170 educators, 30 head teachers and one sub-county education officer. The knowledge was gathered using a questionnaire and a guide for interviews. The system of test retesting was used to increase the reliability of the instrument. The research presented information that was both qualitative and quantitative. The Statistical Packaging for Social Sciences was used to evaluate data (SPSS). To determine the relationship and effect of the independent variables respectively, correlation and regression analysis were used. The study found that an essential relationship exists between transformational leadership r (180)= .227, p (0.002)<0.05 ), reward strategy r (180)= .176, p <0.05 , provision of resources r (180) = .192, p (0.010) <0.05 ), exposure to learning ( r (180) =

.192, p (0.010) <0.05) and evaluation feedback (r(180)=. -257, p (0.000) <0.05 ) on implementation of teachers performance appraisal development. The study recommends that the school head teachers should device ways of encouraging and motivating the teachers to instill more positive change and provide a positive attitude towards performance appraisal. Fair pay problems and equal pay assessments should be given significant consideration by the Teacher Service Board. Job assessment and market rate analysis should be the basis of the grade and pay structures. The goals and arrangements of incentive management should be straightforward and well communicated to employees. The reward system should support the performance appraisal and should be up-to-date. The study recommends that the teachers should continue evaluating and providing timely feedback. The feedback of all the events should always be offered . Communication skills should be embraced in providing such results. Due to other limitations of this study, the researcher also recommends further study in other sub- counties in Nyeri County.

CHAPTER ONE INTRODUCTION

  Background of the Study

Performance assessment (PA) is used to assess employee job output and the success of establishment as they seek to realize their goals (Yamina2016) (Yamina,2016). It tends to occur worldwide. In the United States of America during the Second World War in the 1940s, performance evaluation was adopted as a way of justifying the compensation of an employee during the Second World War (Mugwe, 2010 cited Morehead and Graffin, 1992). When applying to the National Board for Professional Teaching Standards (NBPTS) for teaching, Santiago et al. (2011). This is used as a mechanism for increasing their salary.

OESD, (2009) Ontario Canada, Ontario Ministry of Education, describes the elements of the Teachers’ Performance Assessment System (TPA) based on the Ontario College of Teachers Standard of Practice for the Teaching Profession. Student engagement and learning, educational experience, leadership in learning groups, and continuing professional learning are included in the elements.

In United Kingdom and New Zealand (OESD, 2013), the beginners By the completion of the probation period, they would have proven their competence to receive their teaching license. Those that demonstrate proficiency will be given or become qualified for a permanent position. The others undergo periodic review.

In Korea, (Kim et al, 2010) the teachers’ When the assessment is finished, assessment sheets are compiled and drawn up in the final report on the basis of assessment performance, excellent teachers are offered a study and research year as an opportunity to engage in professional development. Underperformers engage according to their

outcomes in short-term to long-term training programs. The IQMS (Education Labour Relations Council (ELRC) 2003) was implemented in South Africa as a tool to keep schools accountable, according to Mosonge and Pilane (2014). The implementation of this method was not without difficulties, the key one of which was the incorporation into a single system of desperate assessment practices, formative and summative evaluation. Implementation if IQMS encountered resistant teachers who found these accountability schemes to be a tough policy on schools. However due to public outcry, the government of South Africa had no option but to go-ahead with implementation of IQMS. In Ghana, Danku et al (2015) Basic Education (BE) has been subjected to growing levels of scrutiny and regulation spurred on by the initiative of the central government linked to standouts and quality and increasing student standards. The growth has modified the human resources strategy expressed in the Ghana Education Services Education Services teaching staff assessment framework (GES).

In Tanzania, Circular 2 implemented the performance evaluation framework in July 2004 and was referred to as the Transparent Performance Analysis and Appraisal System (OPRAS) (Bana & Shitidi, 2009). For the purpose of achieving goals and targets, it was a new innovation for controlling individual results. Tanzania has tried hard and taken bold steps to adopt a full range of performance management tools (well known as OPRAS) to achieve enhanced performance in public sectors (Mutahaba, 2011). According to Muweesi, Mugagga, Qian & Kaggawa (2018), in Uganda performance appraisal practises are used. They include self-appraisal, appraisal interviews and management by objectives (MBO) characterized with all discussions with head teachers, though rarely.

In Kenya, the Code of Regulation 52(1) of the Teachers Service Commission provides for the establishment by the Commission of a performance evaluation system for teachers in their jobs. Karaithi (2018) cited Kisang Karai (2016) as providing workers with direct

feedback on their results is one of the most critical conditions in assessment. Effectively and effectively evaluating every employee would contribute to the success of the organization (Kanisa and Makoha, 2017) in Kenya these system was introduced in 2006 with the same aim. Before then yearly confidential reports were used to appraise teachers’. In 2012, it was revised and in 2016 TSC built up to an open performance appraisal.

However the TSC County Director of Education, Nyeri County, reports that performance in all sub-counties is fluctuating, stagnating or showing very slight progress. This is shown by the following table showing findings before and after the 2016 Performance Assessment roll out.

Table 1.1: KCPE Examination Analysis by Subject MSS

The trend necessitated the need to conduct the study in Kieni East,Sub-County.

  Statement of the Problem

Teachers performance appraisal development was initiated to bring success on teachers performance appraisal development. It was geared to help head teachers be able to supervise and evaluate how the teachers are performing, and carrying out their duties. It is carried out to assess the effectiveness and efficiency of teachers which should in turn result to improved performance. However, Teachers Performance Appraisal development have been ineffective.

Performance evaluation is the systematic organized method of assessing and analyzing the work-related activities and results of an employee, to understand how and why the employee is actually doing the work, according to Mutsuddi (2011), how an employee can perform more effectively in the future so that both the employee and the company can benefit from each other. .Many researchers have conducted research studies that have failed to explain some of the existing gaps that influence the Teachers Performance Appraisal development such as the influence of head teachers transformational leadership and teachers performance appraisal development, reward strategy and teachers performance appraisal development, provision of resources and teachers performance appraisal development, exposure to learning and teachers performance appraisal development, evaluation and feedback practices and teachers performance appraisal development. Hence this study was conducted in Kieni East Sub-County to try and fill these gaps.

  Purpose of the Study

The aim of this study was to evaluate the effect of school-based variables on the implementation of performance evaluation of teachers in public primary schools in the sub-county of Kieni-East, Nyeri County, Kenya.

  Research Objectives

The objectives of the study were:

• To determine the extent to which head teachers’ transformational leadership influence implementation of teachers’ performance appraisal development.
  • To evaluate the degree to which the incentive method affects the production of teacher performance evaluation implementation.
  • To examine the extent to which provision of resources influence implementation of teachers’ performance appraisal development.
  • To examine the extent to which exposure to learning influence implementation of teachers’ performance appraisal development.
  • To assess the extent to which evaluation and feedback influence implementation of teachers’ performance appraisal development.

  Research Questions

The goal of the study was to address the following research questions:

• To what extent does the head teachers’ transformational leadership influence implementation of teachers’ performance appraisal development?
  • How does reward strategy influence implementation of teachers’ performance appraisal development.?
  • To what extent does provision of resources influence implementation of teachers’ performance appraisal development?

• To what extent does exposure to learning influence implementation of teachers’ performance appraisal development?
  • How does evaluation and feedback influence implementation of teachers’ performance appraisal development?

  Hypothesis

• Ho₁. There is no major difference amid the transformational leadership of head teachers and the production of teacher performance evaluation implementation.
  • Ho₂. There is no significant difference amid reward strategy and implementation of teachers’ performance appraisal development.
  • Ho₃. There is no significant difference amongst provision of resources and implementation of teachers’ performance appraisal development.
  • Ho₄. There is no substantial difference amongst learning exposure and the application of the performance evaluation development of teachers.
  • Ho₅. There is no significant difference amid evaluation and feedback and implementation of teachers’ performance appraisal development.