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Influence of Procedural Fairness on Implementation of Performance Appraisal Practices in Public Secondary Schools in Cherangany Sub-County

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  • Benson Chege Njuguna

    (University of Eldoret, Kenya)

  • Kitainge Kisilu

    (University of Eldoret, Kenya)

Abstract

This study sought to establish the influence of procedural fairness on implementation of performance appraisal practices in public secondary schools in Trans Nzoia County. The study was guided by ‘goal-setting and Vrooms expectancy theories respectively. The study used concurrent triangulation design. The target population was 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. The sample size was 342 comprising of 35 Principals and 307 teachers’ respondents. Stratified, simple random and purposive sampling was used to select respondents. This sample of was drawn from 243 public secondary schools in Trans Nzoia County. Questionnaire were used to provide information and opinions from teachers and interviews from the principals. There was a significant influence of procedural fairness on implementation of performance appraisal practices (r=0.543, p=0.00). The procedural justice had significant influence on the implementation of performance appraisal practices. The study concludes that there was significant influence of procedural justice, on implementation of performance appraisal practices. The study recommends that TSC needs to develop and conduct continuous induction courses on performance appraisal for principals, deputy principals, heads of departments and teachers in order to demystify purpose of teachers’ performance appraisal in schools. Enhanced awareness can change the attitude that, teachers’ appraisals are aimed at aiding only the school management.

Suggested Citation

  • Benson Chege Njuguna & Kitainge Kisilu, 2023. "Influence of Procedural Fairness on Implementation of Performance Appraisal Practices in Public Secondary Schools in Cherangany Sub-County," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(5), pages 1642-1659, May.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:5:p:1642-1659
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    References listed on IDEAS

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    2. Eric S. Taylor & John H. Tyler, 2012. "The Effect of Evaluation on Teacher Performance," American Economic Review, American Economic Association, vol. 102(7), pages 3628-3651, December.
    3. Karen Yuan Wang & Dilek Zamantili Nayir, 2010. "Procedural justice, participation and power distance," Management Research Review, Emerald Group Publishing Limited, vol. 33(1), pages 66-78, January.
    4. Carrie Dusterhoff & J. Cunningham & James MacGregor, 2014. "The Effects of Performance Rating, Leader–Member Exchange, Perceived Utility, and Organizational Justice on Performance Appraisal Satisfaction: Applying a Moral Judgment Perspective," Journal of Business Ethics, Springer, vol. 119(2), pages 265-273, January.
    5. Adler, Seymour & Campion, Michael & Colquitt, Alan & Grubb, Amy & Murphy, Kevin & Ollander-Krane, Rob & Pulakos, Elaine D., 2016. "Getting Rid of Performance Ratings: Genius or Folly? A Debate," Industrial and Organizational Psychology, Cambridge University Press, vol. 9(2), pages 219-252, June.
    6. Suhaimi Sudin, 2011. "Fairness Of And Satisfaction With Performance Appraisal Process," Journal of Global Management, Global Research Agency, vol. 2(1), pages 66-83, July.
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