Thesis Title : Teachers performance Appraisal  Development and Teachers Service Delivery in KCSE performance in Public Secondary Schools in Bungoma East Sub County, Kenya.

Student’s Name       : Julius Wanyonyi  Namaulula

Supervisors’ Names:

1. Peter Wamalwa  Kijana
2. Juma Injendi

ABSTRACT

The academic performance in national examinations in Bungoma East Sub County for the past five consecutive years is below average. This is reflected in KCSE performance as revealed by mean scores of 3.4595, 3.5530, 3.7344, 3.5570 and 3.4093 for the years 2018 to 2022 respectively (Bungoma East SCDEs office). Teacher performance appraisal has been conducted over time with a view of enhancing teacher service delivery and consequently academic performance. The almost flat trend performance in KCSE examinations over the same period of time could be indicative of inefficiencies in teacher performance appraisal processes. Teacher Performance appraisal has not impacted positively on teacher service delivery and hence poor academic performance in the past five years. This study therefore aimed at investigating the effect of teachers performance appraisal development and teachers service delivery in KCSE performance in Bungoma East Sub County by the following specific objectives: to determine the effect of teacher professional knowledge practice on teacher service delivery, establish the effect of teacher professional development on teacher service delivery, examine the effect of teacher conduct and professionalism on teacher service delivery. The study was guided by Goal Model by Locke and Latham (2002). It   adopted a descriptive research design. The study population of 1050 respondents comprising of three Curriculum Support Officers (CSOs), 78 Principals, 80 Deputy Principals and 870 teachers from public secondary schools in Bungoma East Sub County was used. The sample size was determined using Krejcie and Morgan table for determining sample sizes where a sample size of 263 was achieved. Stratified and random sampling were used to categorize Principals, Deputy Principals and teachers. Purposive sampling was used for CSOs since they were to give in-depth information about TPAD. All the CSOs were used in the study. The researcher used questionnaires and interview guides to collect data. The instruments were validated by the supervisors. Reliability of the instruments was proven by computing the internal consistency of the items after pre-testing them on a sample pilot schools. The pilot study enabled the researcher to modify and polish the instruments of research. Quantitative data was analyzed using frequencies, means, and standard deviations and presented in tables. Qualitative data was analyzed as per themes and subthemes and described using quotations. The study found that professional knowledge and practice, teacher professional development, teacher conduct and professionalism all positively affected teachers’ service delivery hence academic performance in public secondary schools in Bungoma East sub County. The study concluded that Teacher Performance Appraisal Development components: Teacher Professional Knowledge and practice, Teacher Professional Development, Teacher Conduct and Professionalism have direct effect on teachers’ service delivery and hence academic performance .The study recommended that Teachers Service Commission redefine TPAD tool by reducing the secretarial aspect and paper work to make it friendly to appraises as opposed to the current situation where teachers see it as an extra burden. It also recommended that the MOE enforces teachers’ enrollment and participation in professional development courses instead of leaving it for individual teachers to enroll at their convenience. Further it recommended that the TSC work closely with school administrators in monitoring teachers in public secondary schools to prepare lesson plans in line with teacher conduct and professionalism.