Assessment of the implementation of teacher performance appraisal feedback on professional growth among teachers in public secondary schools in Igembe central sub-county, Meru county, Kenya

Abstract

Performance appraisal provides a systematic means of establishing the proper grade classification of jobs within an organization with the aim of providing equitable compensation to employees. The purpose of the study was assessment of teacher performance appraisal feedbacks on professional growth among teachers in public secondary schools in Igembe Central Sub-County. The study was guided by the following objectives: To assess the level of teacher- appraiser engagement in the performance appraisal process among teachers in public secondary schools Igembe Central sub-County, to find out the influence of appraisal ratings on continuous professional development among teachers in public secondary schools in Igembe Central sub-County. The study was grounded on the Taylor‘s Performance Monitoring Theory and the cognitive theory of learning proposed by Jean Piaget and Vygotsky. The target population of the study was 720 persons comprising of 40 principals and 680 teachers and 1 ministry of education official in Igembe Central Sub-County. A sample size of 280 for the study was obtained using Morgan and Krejcie (1970) model. The study selected the respondents using stratified proportionate random sampling technique. For the purpose of this study, the researcher used semi structured questionnaire as the primary data collection tool. Data was analyzed using Statistical Package for Social Sciences (SPSS Version 25.0) and presented using Frequency tables and charts. Majority of teachers agree that they engage with the appraiser during the performance appraisal process and their engagement help them to identify their performance gaps, strengths and weaknesses. Also teachers argue that despite high rating in appraisal, there no rewards like further studies that would result in professional growth. The study recommends strengthening of communication channels during performance appraisal, provision of clear guidelines for career progression based on appraisal outcomes, promotion of teachers to focus more on evidence based appraisal score ratings and further training to promote the culture of professional growth among teachers.