Contribution of Teacher Performance Appraisal and Development Implementation to the Creation of Comprehensive Learning Environment in Public Primary Schools in Migori County, Kenya

Abstract

Teachers performance appraisal creates a conducive learning environment in primary schools. Despite teachers’ prevalence of their performance appraisals practices in most of parts of the world, teachers’ performance is still poor. This study sought to establish the contribution of teacher performance appraisal and development implementation to the creation of comprehensive learning environment in Migori County in Kenya. The study was guided by multiple intelligence theory. A descriptive survey design which employed simple random sampling technique was utilized, and data was collected quantitatively and qualitatively through questionnaires, focus group discussion and document analysis. Quantitative data was analysed through descriptive statistics in form of frequency counts, means and percentages, as well as inferential statistics of T-test, while qualitative data was coded, transcribed and analysed thematically. The study established that showed that TPAD fostered ability to manage learners conduct and behaviour with a mean rating of 3.49. This meant that the practice brought high contribution to creation of comprehensive learning environment. The deputy head teachers rated it higher with a mean of 3.75 as compared to the teachers rating of 3.23. There was no statistically significant difference t (424)=-5.732,p>=0.05. This showed that ability to manage learners conduct and behaviour highly contributed to creation of comprehensive learning environment. An important implication from this study is the need to give key attention to teachers’ performance appraisal which is crucial for the attainment of learning outcomes. The findings of the study are important in contexts such as Kenya and other Sub-Saharan Africa where challenges such as teachers’ absenteeism, teachers’ quality, among other challenges are prevalent.