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Influence of Teacher Performance Appraisal on Effectiveness in Curriculum Evaluation in Kenyan Public Secondary Schools

Author

Listed:
  • Aloo Joash Okello

    (Kabianga National School, Kabianga, Kenya)

  • Ajowi Jack Odongo

    (Department of Educational Administration and Management, Jaramogi Oginga Odinga University of Science and Technology, Bondo, Kenya)

  • Aloka Peter Jairo O.

    (School of Education, Jaramogi Oginga Odinga University of Science and Technology, Bondo, Kenya)

Abstract

The objective of the study was to establish the impact of Teachers Performance Appraisal(TPA) policy on effectiveness in curriculum evaluation in public secondary schools in Kenya. The study employed a Correlational research design. Additionally, the study used Stratified random sampling technique to select 179 Principals and 179 Deputy Principals. Consequently, the study used questionnaires to collect data from the Principals and Deputy Principals. The study also tested reliability of the instruments for data collection by assessing the scale's internal consistency using Crobanch's alpha, and reliability coefficient of at least 0.7 was achieved. Validity was determined by experts in Educational Administration of JaramogiOgingaOdinga University of Science and Technology. Quantitative data was analyzed by using descriptive and inferential statistics. The study established that TPA policy had a significant positive influence on curriculum evaluation by teachers (r =.726, p

Suggested Citation

  • Aloo Joash Okello & Ajowi Jack Odongo & Aloka Peter Jairo O., 2017. "Influence of Teacher Performance Appraisal on Effectiveness in Curriculum Evaluation in Kenyan Public Secondary Schools," Academic Journal of Interdisciplinary Studies, Sciendo, vol. 6(3), pages 77-84, November.
    • Handle: RePEc:vrs:ajinst:v:6:y:2017:i:3:p:77-84:n:9
    DOI: 10.1515/ajis-2017-0024
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