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Effectiveness of teacher performance appraisal and development (tpad) implementation for monitoring teacher lesson attendance in secondary schools in gucha sub-county, Kenya

Author: 
Ondari, J.R., Dawo, J.I.(PhD) and Gogo, J.O.(PhD)
Subject Area: 
Social Sciences and Humanities
Abstract: 

Teacher involvementthrough lesson attendance is a major determinantof achievement of school academic goals. In this regard the Teachers Service Commission(TSC) instituted the Teacher Performance Appraisal and Development system (TPAD) in 2016 highlighting teacher lesson attendance with the aim of improving educational outcomes.However,there have been active resistances by teacher trade unions against TPAD implementation.Out of the 160 teachers who were interdicted nationally for resisting the TPAD training, 42 cases were from KisiiCounty representing 26.25% with Gucha Sub-County leading with 15 (35.7%) followed by Gucha South 7 (16.7% ) and Sameta 5 (11.9%) respectively, yet without training effective TPAD implementation may not be achieved, worst of all in Gucha Sub-county. Therefore, the purpose of the study was to establish effectiveness of the TPAD implementation for monitoring lesson attendance in secondary schools inGucha Sub-county.Locke’s (1968) goal-setting model formed the study's theoretical basis. The study used descriptive survey design.Study population consisted of 23 principals, 115 HODs, 254 teachers, 194 class secretaries out of whom 2 school principals, 10 HODs, 10teachers and 8 class secretaries were utilized during piloting. A reliability coefficient of 0.8 was established using test- retest method. Validity of data collection tools was determined by experts in Educational Administration from Maseno University. Using saturated sampling, 21 Principals and 105 HODs were selected while by simple random sampling to attain 169 teachers and 132 class secretaries was selected. The findings of the study revealed partial effect between implementation of TPAD curriculum monitoring tools and teacher lesson attendance in secondary schools as indicated by M= 3.94 SD=0.85 for HODs, M=3.87 SD=0.74 teachers, and M=3.93 SD=0.77 class secretaries. The findings of this study provide a framework through which school administrators will learn the effectiveness of TPAD that is being implemented in schools and allow them to initiate system improvements to achieve the performance measurement goals.

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