Perception of Early Childhood Education Teachers towards Performance Appraisal: A Case of Teachers in Sergoit Zone, Uasin Gishu District – Kenya

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dc.contributor.authorKibor Jepchirchir, Angelah
dc.date.accessioned2019-11-18T09:28:17Z
dc.date.available2019-11-18T09:28:17Z
dc.date.issued2008-04
dc.descriptionA Research Presented to the Institute Of Continuing And Distance Studies In Partial Fulfillment Of The Requirement Of The Degree Of Bachelor Of Education In Early Childhood d And Primary education Of the Kampala International Universityen_US
dc.description.abstractThe purpose of the study was to determine the perception of ECD teachers towards performance-appraisal. The study was on perception. The study was carried out in Sergoit Zone of Uasin Gishu District, Kenya. The study adopted a theoretical framework i.e. systems theory. The main purpose of the study was to investigate the ECD teacher performance appraisal and its effect to effective school management. A case study was adopted for the study. The target population was 46 comprising of teachers and headteachers and a sample size of 23 was considered for the study obtained through random sampling. The headteacher was purposely selected while the teachers were picked randomly (at least one teacher from every school. Questionnaires and interview schedules were used to collect the data and analyzed by use of tables and percentages. It was established from the field that 12.5% of the respondents strongly disagreed that appraisal is not objective, 12.5% also disagreed that appraisal is punitive, 43.8% agreed that appraisal is good for them, 18.8% strongly agreed that performance is reviewed because of reward and incentive pay and 12.5% of the respondents were undecided. The recommendations were that employees should have the opportunity to review and make comments written or verbal about their appraisals before they become final, and should have a formal appeals process through which to appeal their ratingsen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12306/3358
dc.language.isoenen_US
dc.publisherKampala International University, school of primary educationen_US
dc.subjectPerception of Early Childhood Education Teachers towards Performance Appraisalen_US
dc.subjectUasin Gishu District – Kenyaen_US
dc.titlePerception of Early Childhood Education Teachers towards Performance Appraisal: A Case of Teachers in Sergoit Zone, Uasin Gishu District – Kenyaen_US
dc.typeOtheren_US
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