INFLUENCE OF TEACHER APPRAISAL ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN MITUBIRI EDUCATION ZONE, MURANG’A COUNTY, KENYA
Joseph Gathogo Wanjiru - Master of Education Degree in Administration, Leadership and Management of Mount Kenya University, Kenya
Dr. Mary Mugwe Chui - School of Education, Mount Kenya University, Kenya
ABSTRACT
The fund the Kenya government directs towards the quality assurance department in the ministry of education is a clear and sure sign of the importance attached to the teachers’ appraisal since the introduction of education that is subsidized in 2003. Therefore, this study drew up issues relevant to teachers’ appraisal in education while particularly laying more emphasis to Mitubiri Education Zone. The study sought to assess the influence of appraisal of teachers’ preparation of professional documents and to determine the influence of appraisal of teachers classroom management on learners’ academic performance in public primary schools of Mitubiri Education Zone. The study was anchored on ‘Supervision as Moral Action and theory of educational productivity. The study adopted a mixed method approach that involved the collection and analysis of qualitative as well as quantitative data. Data was collected using a structured questionnaire, interview schedule and document analysis in line with the study objectives. The target population comprised of 6 head teachers, 60 teachers, 2 quality assurance officers and 2365 class 1-8 learners from Mitubiri Education Zone. The researcher sampled 388 respondents. The study employed stratified sampling techniques in the selection of respondents to participate in the study. The sample size was made up of 52 teachers, 331 learners randomly selected from class 4, 6 & 8 of the 3 schools, 3 head teachers, 2 quality assurance officers who were purposively selected making a total of 388 respondents. Analysis of data was done using descriptive statistics and presented in the form of frequencies as well as percentage tables with the help of SPSS (statistical packages for social sciences) version 23. On the other hand, qualitative data were transcribed and organized into themes that are under the objectives of the study and were reported narratively. The study concluded that the teachers are appraised on the preparation of professional documents that assist in improving learners academic performance to a large extent. The teachers’ appraisal of the quality of the classroom management assists in improving learners’ academic performance to a large extent by ensuring that the classroom environment is conducive for teaching and learning necessary for the achievement of the learners' academic achievement. The study recommends that the head teachers should engage in frequent checks on the teachers’ professional documents. The appraisal of teachers on classroom management more frequently to ensure that the environment is conducive for teaching and learning necessary for the achievement of the learners' academic achievement.
