Publication: Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya
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2024-03
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International Journal of Innovative Science and Research Technology
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Abstract
This study examined the influence of feedback
provision on teachers’ attitudes towards performance
appraisal in public primary schools in Homa-Bay SubCounty, Kenya. The appraisal of teachers’ performance in
public schools in Kenya was initiated by the Teachers
Service Commission in 2016. However, the initiative
received resistance from the teachers’ unions rendering its
implementation to be suspended temporarily until May
2016. Teachers’ performance evaluation guides
improvement of teaching skills, to recognize and reinforce
teaching excellence, to help teachers focus on student
outcomes, and to plan in service education activities. Even
so, there is a dearth of information regarding the factors
influencing public primary school teachers’ attitudes
towards performance appraisal in Homa-Bay Sub County.
Therefore, the study specifically sought to: determine the
influence of feedback provision on teachers’ attitudes
towards performance appraisal in public primary schools
in Homa-Bay Sub-County. The study was guided by goal
setting theory. The study adopted a descriptive survey
research design. The target population comprised of 1
CSO 57 head teachers and 548 teachers from 57 public
primary schools. A sample size of 26 head teachers and 133
teachers were selected for inclusion in the study through
simple random sampling. Therefore, a total of 160
respondents took part in the study. Self-administered
questionnaires were used to collect data from one CSO, 26
head teachers and 133 teachers. Structured and semistructured interviews were conducted through interview
guides. Quantitative data was analyzed using descriptive
statistics through SPSS and results presented in tables,
while the qualitative data was analyzed thematically. The
study revealed that both head teachers and teachers
strongly agreed that feedback is only given to them when
they ask. This is seen in the highest mean rating of 4.48.
The second which was agreed by most head teachers and
teachers was that feedback has led to negative attitude
towards performance appraisal. This was evidenced by the
overall mean rate of 4.08.
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Keywords
Influence, Feedback, Appraisal, Primary School, Teachers, Head Teachers, Curriculum Support Officer (CSO)