| dc.description.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. | en_US |
