| dc.description.abstract | Many civilizations in the twenty-first century are undergoing significant educational changes, such as teacher performance assessment. Teachers in Kenya conduct performance appraisals in accordance with the rules of the TSC Act (2012) and the TSC Code of Regulations (2015). However, teachers in Kenya resisted the TPAD Policy's implementation, with the Kenya National Union of Teachers (KNUT) threatening to conduct a statewide strike in protest. As a result, TSC requested action to correct the issue. According to a report from TSC-Sub-County Director Siaya,
many teachers were violating the TPAD policy. Additionally, the majority of principals had failed
to be appraised and supervise the TPAD as required. As such, the goal of this study was to determine the elements that influence the implementation of the TPAD policy in public secondary
schools. The study was guided by the following objectives: first, to determine the effect of teacher
training on the implementation of TPAD in secondary schools in Siaya Sub-County; second, to determine the effect of reward on the implementation of TPAD in secondary schools in Siaya Sub-County; third, to determine the effect of teachers' attitude on the implementation of performance appraisal policy in secondary schools in Siaya Sub-County; and finally, to determine the effect of principals' perception on the implementation of performance The study was guided by Victor Broom's expectation theory of performance management. We used a convergent parallel research design. 48 principals, 48 deputy principals, 727 teachers in public secondary schools, one District Quality Assurance and Standards Officer (DQASO), and one TSC SubCounty Director were included in the population goal. A random sample of fifteen principals, fifteen deputy principals, two hundred and eighty-eight teachers, one DQASO, and one TSC subcounty director was chosen. The sample was chosen using simple random sampling, stratified sampling, and purposive sampling. Data collection tools included questionnaires and an interview schedule. The instruments' validity was established through a review of their items by two supervisors from the School of Education. The Bartlett's test of sphericity was significant (p0.001,p=0.000), and the Kaiser-Meyer-Hold Olkin indexes are all greater than 0.6 for all questionnaire subscales. Cronbach's alpha was used to determine reliability, with an average value of 0.728. The descriptive and inferential statistics, such as Linear Regression analysis, were used to analyze the collected data, while the qualitative data was analyzed using a thematic framework. The results of Linear Regression analysis revealed that teacher training accounted for 22.1 percent, as indicated by Adjusted R2= 0.221, of the variation in teacher performance appraisal and development policy implementation across secondary schools; reward accounted for 9.4 percent, as indicated by Adjusted R2= 0.094, of the variation in teacher performance appraisal and development policy implementation across secondary schools; and teacher attitude accounted for 0.094 percent of the
variation in teacher performance appraisal and development policy implementation across secondary schools. According to the data, teacher attitude and teacher compensation had the greatest impact on the execution of the TPAD policy. The findings of this study will assist TSC in
structuring and successfully implementing its TPAD policy in secondary schools throughout Kenya. In conclusion, it was proposed that the Teachers Service Commission engage stakeholders
in the formulation of TPAD policies for Kenyan teachers through a consultation process. | en_US |
