EFFECT OF TEACHERS’ ACHIEVEMENT IN PERFORMANCE CONTRACTING ON PUPILS’ LEARNING OUTCOMES IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Abstract

Globally, teachers’ performance appraisals have been used for enhancing the quality of education and providing quality learning experiences. For a long time, the teaching service in Kenya was under a closed performance appraisal system, where the school head appraised the teacher confidentially. In the year 2012, the Teachers Service Commission (TSC) launched the Performance Contract (PC) policy in response to reports of failure of the Ministry of Education in meeting some of the targets outlined in the Kenya Education Sector Support Project (KESSP) of 2005-2010. PC is an open appraisal system with negotiated targets. PC is evaluated through regular teacher appraisals on their effectiveness, which is guided by predetermined targets from the Teacher Professional and Development (TPAD) tool. Despite PC having been in place for the last thirteen years, its effect on pupil learning outcomes in Kakamega County Public primary schools is still not clear. The purpose of this study was to establish the effect of teachers’ achievement in Performance Contracting (PC) targets on pupils’ learning outcomes in public primary schools in Kakamega County. The specific objectives centered on the effect of teachers’ PC targets achievement on pupils' learning outcomes. The study was guided by the New Public Management (NPM) theory. A correlational research design with a mixed methods approach was adopted for the study. Eighty-Two (82) schools were selected from 12 sub-counties of Kakamega County using a multistage random sampling. Structured questionnaires were used to collect data on target achievement and learning outcomes from 2017 to 2023. Four Key informants were involved in PC appraisals, including the county TSC director, two Curriculum Support Officers, and one Sub-County TSC Director, were purposefully selected and interviewed. The quantitative data collected was analyzed using descriptive statistics of means, modes and standard deviations and inferential statistics of Pearson’s Correlation and multiple linear regression. Qualitative data was analysed using content analysis. The results are presented in the form of narratives and tables. The results showed that only the teacher conduct & professionalism target scores were positively associated with the academic achievement of KCPE performance (OR= 2.429; C.I., 0.876-6.733, p = 0.048). The themes derived from Key informant interviews were poor attitude towards the PC by teachers, heavy teachers’ workloads, financial constraints both at the County and school level, and time constraints in school, which affect PC implementation and achievement in the set PC targets. The study concluded that apart from the teacher conduct & professionalism target, achievement in other PC targets had no effect on pupil learning outcomes. The study recommends that TSC should provide adequate staff to reduce the workload for teachers to have time to effectively implement PC. The government should provide adequate finance for the effective implementation of PC. Policy on PC should be reviewed by TSC on the criteria used in PC targets appraisals to ensure they are aligned with actual teaching practices and learning outcomes. The government should avail resources for effective implementation of PC. The study recommends further research to explore the effect of teacher achievement in PC targets on other learning outcomes such as communication skills, creativity, problem-solving and critical thinking skills.