Learner protection & Teacher’s Performance Appraisal in Kenya

Abstract

Teacher Performance Appraisal and Development (TPAD) was introduced in Kenyan public schools in 2016 to among others, give teachers an opportunity to improve on their performance competencies, provide support for their professional records and protect the rights and safety of learners. We used Zero Inflated Negative Binomial (ZINB) regression on a dataset of 110 secondary teachers in Matete Sub-County of Kakamega County, Kenya, to model capacity building course attendance following TPAD processes. The results suggest that teachers had too few capacity building courses, M=0.17, SD=0.69 with the number of courses ranging between zero and five for the 110 teachers who were sampled. In a nutshell, the policy implications from our results are discussed in this article.