Investigating School Principals Management Practices in The Implementation of Teacher Performance Appraisal in Public Secondary Schools in Kisauni Sub-County, Mombasa County, Kenya
DOI:
https://doi.org/10.47941/jep.1223Keywords:
Performance, Appraisal, Respondent, Appraiser, Performance appraisal.Abstract
Purpose: The goal of this study was to assess school principals' management strategies when it comes to adopting Teacher Performance Appraisal and Development (TPAD) in Kenya's Kisauni Sub-public County's secondary schools. The study's objectives were to assess school principals’ instructional supervision practices in the implementation of TPAD in public secondary schools in Kisauni sub-County, Mombasa County, Kenya, to determine school principals' instructional coordination procedures, to analyze school principals' instructional evaluation practices in the implementation of TPAD in public secondary schools in Kisauni Sub-County, Mombasa County, Kenya.
Methodology: The study adopted a descriptive survey research design. The target population was 570 teachers, 27 senior teachers, and 27 principals from Kenya's 27 public secondary schools in Kisauni sub-county, Mombasa County. The instructors' sample size was based on 30% of the total population, with 171 teachers being picked. This was in line with Mugenda & Mugenda (2003), who believe that in descriptive research, a sample size of 10-30% is sufficient. Because the number of senior teachers and principals was limited to 30, all of them were chosen. This was based to Wiersema (2009) who asserts that if the items are 30 or less, the study is conducted using the entire population. Therefore, the sample population for the senior teachers was 27 and that for the principals was 27. Respondents were asked to fill out questionnaires to provide information for the study.
Findings: The study concluded that school principals’ management practices influence the implementation of Teacher Performance Appraisal and Development
Unique contribution to theory, practice and policy: The study suggests that the Kenyan government conduct workshops and other types of training for the Principals in order to give them the opportunity to share their experiences with TPAD implementation in their respective public secondary schools.
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