The Effect of Frequency of Teacher Performance Appraisal Activities on Teacher Progression in Bomet County, Kenya

Abstract

Performance appraisal is critical for evaluating teachers' job performance and providing feedback. This study explores the frequency and effectiveness of teacher performance appraisals in relation to teacher progression in secondary schools in Bomet County, Kenya. The research involved 423 participants, including teachers, principals, and education authorities. Random sampling was employed to select teachers in the different sub-county. School principals, TSC County, and Sub-County directors were proposed, selected, and interviewed during the study. Questionnaires were used to collect data from teachers. The study revealed that regular performance appraisals allow teachers to enhance their teaching skills and monitor their progress. Most respondents (67.54%) reported being appraised more than three times, emphasizing the importance of frequent assessments for professional development. Teachers informed in advance of their appraisals (88.39%) reported better preparation, leading to improved student outcomes. Performance appraisals were seen as a means to enhance professional progress, with 84.31% of teachers reporting an improvement in their career development. Most teachers (67.83%) also received feedback after appraisals, contributing to their professional growth. The study highlights the significance of regular, well-informed, and feedback-rich performance appraisals in improving teacher progression. It underscores the need for educators and education authorities to maintain a structured appraisal process to support teachers in their professional development and enhance student achievement