Analysis of How Performance Appraisal on Professional Knowledge Application Influences Teacher Performance: A Case of Public Secondary Schools in Migori County, Kenya
Teresa Atieno Otieno, Matula Phylisters, Okoth Ursulla

Abstract
In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal tool to evaluate teachers’ performance. However, the effectiveness of this tool in enhancing teacher productivity as reflected in students’ academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance based on school category after evaluation, and to establish how performance appraisal on application of professional knowledge influences performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 74.1% changes in teachers’ performance is attributed to application of professional knowledge appraisal (R2 =0.741), and that application of professional knowledge appraisal (ß=0.962) is a significant predictor of teacher performance {F (1, 278) =790.898, P<0.05}. The study concludes that application of professional knowledge appraisal significantly contributes to performance of teachers in secondary schools.

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