Appraisal practices and teacher performance in selected primary schools in Muthambi Division, Maara District, Kenya

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Date
2012-08
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Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
The study set out to establish the effect of appraisal practices on the performance of teachers in primary schools in Muthambi division, Maara District Kenya. The specific objectives of the study were to: examine the level of appraisal practices used in primary school activities in Muthambi Division; examine the level of teacher performance in’ Primary schools in Muthambi Division and determine the significant relationship between the levels of appraisal practices on teacher performance in Primary schools in Muthambi Division. It has been reported by the DEO, Maara (2007) that teacher morale and motivation to work in primary schools in Muthambi division is very low; that many teachers often absent themselves from classes and teachers come late to school; that teachers leave the schools unattended to; and seem not to be satisfied with their work as they do not complete the tasks assigned to them in time. These indicated poor performance by the teachers. Therefore, this prompted the study. The study was a descriptive survey, precisely a correlational design in which both qualitative and quantitative approaches of data collection were employed. From the findings, the study established a significant relationship between appraisal practices used in primary schools in Muthambi division on the participation of teachers in school activities. The study also established a significant relationship between appraisal practices used in primary schools in Muthambi division on the quality of teaching and the involvement of teachers in school administration. The study concluded that, appraisal practices used in primary schools in Muthambi division significantly affect the participation of teachers in school activities. From the findings and conclusions, the following recommendations were made: the head teachers in the secondary schools should endeavor to spell out what, who should be appraised, the methodology employed and most importantly the feedback got from appraisal should be communicated to teachers in time for the purpose of improving the participation of teachers in school activities.
Description
A thesis dissertation presented to the college of higher degrees and research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree of Master of Education in Early Childhood and Primary Education
Keywords
Appraisal practices, teacher performance, primary schools, Maara District
Citation