| dc.description.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. | en_US |
