SELF-EFFICACY, PERFORMANCE APPRAISAL AND BURN OUT AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN SABATIA SUB-COUNTY, KENYA

Abstract

Self-efficacy is a vital variable in evaluating teachers’ performance and its relationship on their burnout. The purpose of the study was to assess how teachers’ self-efficacy affects perfomace appraisal and burnout among public secondary school teachers in Sabatia sub-county, Kenya. This study sought to: assess the effect of teachers’ selfefficacy on their performance appraisal, find out influence of teachers’ self-efficacy on burnout, and establish relationship between self-efficacy, performance appraisal and burnout among public secondary school teachers in Sabatia Sub-county, Kenya. This study was anchored on the self-efficacy component of the social cognitive theory by Bandura and the grand theory of burnout by Blankert. It adopted a combination of a descriptive and correlation survey research designs. The sample consisted 227 teachers from twelve schools selected using purposive and stratified sampling technique. Data for this study was collected using interviews, questionnaires, and document analysis. Validity of data collection tools was established through piloting with ten respondents who were not included in the study. Reliability was established using test-retest reliability. Data analysis was done using desciptive and inferential statistics using descriptive and inferential statistics using Statistical Package for Social Studies (SPSS, version 25.0). Analyzed findings were presented using frequency tables, percentage and mean scores. Results showed the R value from the model summary of the regression between self-efficacy and performance appraisal was 0.617. The R square value was 0.381, which implied 38.1 % effect on teacher appraisal were attributed to self-efficacy. Further, constant t-value of 6.894 at p=0.000. When self-efficacy was introduced in the equation, the value increased to 8.278 at p=0.001. In objective two, R value from the model summary of the regression between self-efficacy and performance appraisal was 0.688. The results showed a constant t-value of 10.155 at p=0.000. When burnout was introduced in the equation, the value decreased to -4.425 at p=0.001. This implied selfefficacy had a negative change on burnout. In objective three, the R value from the model summary of the regression between self-efficacy, performance appraisal and burnout was 0.810. The R square value was 0.656, which implied 65.6 % effect on burnout was attributed to performance appraisal and self-efficacy. The results show a constant t-value of 6.944 at p=0.001. When performance appraisal was introduced into the equation, it reduced to -8.977 at p=0.000.In addition, when self-efficacy was introduced into the relationship, it further reduced to -11.161. The results show that there was a negative relationship between the self-efficacy and perfomance appraisal and burnout. The findings of the study are useful to the Ministry of Education and Teachers’ Service Commission in designing programs that focus on increasing teachers’ self-efficacy, perfecting performance appraisal, and reducing burnout. The study recommended designing of programs to support young and newly recruited teachers to boost their self-efficacy for service delivery and buffer against burnout, capacity build teachers on identification of professional gaps. Furthermore, teachers’ appraisal should be used to motivate teachers to better their performance through rewards and promotions. Finally, teachers should be taught how to set realistic goals to avoid getting into burnout.