Influence of Performance Appraisal on Productivity of Teachers in Public Secondary Schools in Eldoret West Sub-County, Kenya
Abstract
The study investigated the influence of teacher performance appraisal on their productivity in public secondary schools in Eldoret West Sub-County, Kenya. Vrooms’ Expectancy theory (1979) guided the study. The study adopted mixed methodology and descriptive survey design. The sample size of 221 was obtained using Krejcie and Morgan (1970) formula. The study used purposive, simple and stratified sampling. An interviews schedule was used to analyse qualitative statistics in thematic analysis. Pearson Correlation Coefficient was used. The study generated a correlation coefficient of r=0.521 and significant level p- value of 0.021 which was less than the predetermined level of significance, 0.05, that is, p-value =0.021<0.05. The findings were statistically significant and thus indicate that there was a significant influence of teacher appraisal on their productivity in public secondary schools. This implies that there was strong positive and significant influence of teacher appraisal on their productivity. Therefore, the null hypothesis was rejected, that there was no significant influence of teacher appraisal on their productivity in public secondary schools in Eldoret West Sub-County, Kenya. The findings on performance appraisal of teachers clearly indicate that all the items revealed positive influence on productivity of staff in public secondary schools in Eldoret West Sub-County, Kenya. The study concluded that performance appraisal had positive influence on the productivity of teachers in public secondary schools in Eldoret West Sub-County, Kenya. The study recommends that performance appraisal of teachers should be systematically done with the consent of the teacher and applied based on the number of years the staff has worked in one place.
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