Influence Of Teacher Performance Appraisal And Development On Pupils Academic Performance In Public Primary Schools In Suna East Sub-County, Migori County, Kenya.

Abstract

Academic performance of most public primary schools in Suna East Sub-County is a major challenge in Migori County. Out of the five zones in the sub-county, there was low pupil performance in the assessment score with a mean standard score of 234.33 out of 500 marks for the period of 2013-2018 (Table 1.1). The purpose of this study was therefore to investigate influence of teacher performance appraisal and development on pupil’s academic performance in Kenya Certificate of Primary Education (K.C.P.E) results in Suna East Sub-County. It was guided by the following objectives; to investigate the influence of teacher professional knowledge and application; to determine the effect of time management; to find out the attitude of teachers towards innovation and creativity in teaching and to establish the influence of teacher professional development on pupil’s academic performance. This study was based on two theories; the goal setting theory by Edward Locke and Expectancy theory by Vroom. The study had a population of 65 head teachers, 65 deputy head teachers and 500 assistant teachers in public primary schools. Krejcie and Morgan table was used to obtain a sample size of 56 Head teachers, 56 deputy head teachers, and 217 assistant teachers. The study used a survey design and both qualitative and quantitative methods of data collection and analysis whereby the study used questionnaires, interview schedules and document analysis to collect data. Quantitative data was analyzed and presented in Tables, bar-charts, and pie-charts. The data collected was analyzed using statistical package of social sciences (SPSS) version 21 to generate tables, bar-charts, pie-charts and descriptive statistics. Qualitative data analysis involved interpretation of patterns and themes. Document analysis was used to generate literature review, and in understanding policy guidelines. Inferential statistics was used whereby Anova analysis was used to gauge influence of professional knowledge on performance and 2 was used to assess level of interaction between teachers and educational bodies. Validity of the research instruments was determined through open discussion with the supervisors of Kisii University. For Instrument reliability, a split-half correlation test was conducted whereby a coefficient of +0.79 or greater was considered good internal consistency. A Reliability of +0.79 for teacher’s questionnaires and +0.82 for administrator’s questionnaires were established during pilot study in schools that were not involved in the study. This research would be significant in the field of education in enhancing quality education by educators, educational stakeholders and learners. Research findings of this study revealed that teacher professional knowledge and application is essential in enhancing teaching for enhancing pupils academic performance. The study also revealed that time management amounted to timely syllabus coverage; teachers met deadlines in preparation of professional documents. Further, on innovation and creativity in teaching and learning the research found out that there were challenges which need be resolved. Lastly the study established that professional development of teachers was important in enhancing pupil’s academic performance. It concluded that TPAD programmes should be embraced by all educators for enhanced performance. The study recommended the application of TPAD as a tool that must be used in all schools to enhance pupils academic performance.