Perspectives on the effect of teacher performance appraisal and development policy on promotion and supervision of co-curricular activities in public primary schools in Kenya: A case study of ndhiwa sub county

The concept of Teacher Performance Appraisal and Development (TPAD) policy was officially operationalized in Kenya in 2016 with the main aim of improving the performance of teachers and consequently, academic achievement of pupils. Despite the good intentions of TPAD, pupils’ performance in Kenya Certificate of Primary Education (KCPE) in Ndhiwa Sub County has been low despite the operationalization of TPAD in 2016 with mean scores of 241.66 in 2016, 238.93 in 2017, and 238.65 in 2018 and 238.92 in 2019. This necessitated the current study which explored the perspectives on the effect of Teacher Performance Appraisal and Development on teachers` performance. The objective of the study was to establish perspectives on the effect of TPAD policy on promotion of co-curricular activities in public primary schools. The study established that teacher performance appraisal and Development policy had moderate effect on promotion and supervision of co-curricular activities. Thus Teacher Performance Appraisal and Development policy enhanced: teamwork in management of co-curricular activities, teachers’ involvement in students participation in co-curricular activities like games, sports, athletics, drama, music and debate, teachers’ interest in co-curricular activities, teachers’ ability to produce all round pupils in curricular and co-curricular activities, teacher-pupil impersonal relationship, teachers’ management of pupil discipline and teachers’ commitment to present pupils for competitions in co-curricular activities from regional to national level. The study recommended that stakeholders in education, particularly the Ministry of Education, Teachers Service Commission and Boards of Management should use these findings in policy formulation and implementation relating to Teacher Performance Appraisal and Development policy for enhancement of teacher performance in promotion and supervision of co-curricular activities in Kenya and globally. This is because co-curricular activities are part and parcel of holistic education that encourages creativity, knowledge application, decency, cooperation, integrity and selfless service to the community in the realm of learning and entertainment