Thesis:

Influence of teacher’s performance appraisal and development (tpad) on teachers’ performance in public primary schools in Mogotio subcounty, Kenya

The Teachers Service Commission's performance appraisal guide will be used in this study. Although the value of teacher evaluation is widely recognized, some contend that it frequently falls short of expectations in terms of raising teaching standards and, consequently, teaching quality. This study's main goal was to find out how the Mogotio Sub-County'spublic primary schools' use of the Teacher Performance Appraisal and Development (TPAD) system affected teachers' performance. The study specifically looked at four important areas: how teachers' professional knowledge and application is evaluated, how much teachers' performance is impacted by time management evaluations, how teaching innovation and creativity are evaluated, and how learner safety and protection are evaluated. Using a descriptive research design, the study allowed the researcher to target all 107 head teachers, 107 deputy head teachers, and 980 teachers in public primary schools in Mogotio Sub-County, Baringo County, using both quantitative and qualitative research methods. The Statistical Package for Social Scientists (SPSS) was used to analyze the quantitative data, with an emphasis on both descriptive and inferential statistics. Pie charts, tables, and bar graphs were used in the presentation of quantitative data. The study's important conclusions about the connection between different types of teacher evaluation and performance in Kenya's Mogotio Sub-County were made clear. Correlation analyses indicate moderate to strong positive relationships between teachers' performance and appraisals of professional knowledge and application (Pearson r = 0.518, p = 0.011), time management (Pearson r = 0.563, p = 0.014), creativity and innovation (Pearson r = 0.449, p = 0.021), and learner protection and safety (Pearson r = 0.586, p = 0.017). Further regression analysis reveals that all of these assessments together account for 46.3% of the variance in teacher performance (R2 = 0.463), with positive coefficients for each predictor indicating a significant contribution to teacher performance. With coefficients of 0.314, 0.159, 0.313, and 0.225, respectively, assessments of professional knowledge and application, time management, creativity and innovation, and learner protection and safety have a positive influence on teacher performance. To improve overall teaching effectiveness, recommendations are made to give priority to these appraisal areas in teacher evaluations and professional development programs.