PERFORMANCE APPRAISAL OUTCOMES AND ENTRY TO TEACHER CAPACITY BUILDING PROGRAMMES IN PUBLIC SECONDARY SCHOOLS IN MATETE SUB-COUNTY-KAKAMEGA COUNTY, KENYA

Abstract

The study sought to find out whether performance appraisal outcome is used for entry into teacher capacity-building programmes in government high schools in Matete sub county, Kakamega County. The objectives of the study were to establish the relationship between application of professional knowledge, learner protection and innovation and creativity and entry into capacity-building programmes in government high schools in Matete Sub-County. The study used Yee and Chen's 2009 model on performance appraisal and reward of organizational employees. The accessible study population comprised 151 TSC teachers in the 16 public secondary schools in Matete Sub-County. A sample of 110 teachers was obtained using a stratified random sampling of schools and all teachers in the randomly sampled schools were included in the study. 122 questionnaires were fielded (110 for teachers and 12 for Principals). Data were entered using Epi InfoTm version 7.2.4.0 before being imported into Stata version 15.1 for coding, cleaning, and analysis. The reliability coefficient was 0.79 for the teachers’ questionnaires and 0.82 for the principals' questionnaires, which means the research questionnaires were reliable in collecting the information required. The count dependent variable was measured on the ratio scale. The research question for objective 1, is there any statistically significant relationship between application of professional knowledge and entry into teacher capacity building programmes? It was revealed that application of professional knowledge has significant relationship to entry into capacity-building programmes in Matete Sub-County and was rejected because the p-value for the total streams (p=.002) was statistically significant. ZINB findings showed that bigger schools are likely to take more of their teachers for capacity building programmes. Also a unit increase in evaluation increases chances of teachers doing the correct practice and needed no capacity building programmes at all. It is also worth noting that an extra year since posting to the current school increases the chances of a teacher’s performance gaps being identified but he/she has not gone for capacity buildings programmes. In objective 2, is there any statistically significant relationship between learner protection and entry into teacher capacity-building programmes? All the other explanatory variables were statistically non-significant, therefore, there is no statistically significant relationship between learner protection and teacher capacity-building programmes. Zinb findings revealed that an extra enrolment of a learner in a school is likely to result in more teachers attending capacity building programmes. Lastly, in objective 3, is there any statistically significant relationship between innovation and creativity and entry into teacher capacity building programmes? It was revealed that there is statistically significant relationship between innovation and creativity and entry into capacity building programmes. Zinb results showed that if a teacher was to increase his/her number of times of the use of ICT equipment by one, his/her rate ratio for courses attended on innovation and creativity would be anticipated to increase. In objective 1, it was recommended that smaller schools should merge so that these teachers can be able to attend capacity building programmes and long serving teachers be given priority for training. Objective 2, it is recommended that learner protection should be enhanced in schools to attract more enrolment of the learners which will result to more teachers attending capacity building programmes. Lastly, in objective 3, it was recommended that teachers should develop the desire to integrate ICT equipment in teaching so that they can be picked upon for such kind of training.