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Assessing the Impact of the Implementation of Teacher Performance Appraisal Development Tool on the Quality of Teaching in Kenya. A Case Study of Narok County Secondary Schools
Abstract
Quality education is the cornerstone to creating sustainable development in line to the 2030 agenda. Poor Quality Education is a national systemic threat to the Kenyan economy if not checked. The Quality of education in Kenya has been tagged to Teacher Performance Appraisal Development (TPAD) since 2016, an evaluation system that has failed in other Countries. The following objectives guided this paper: Establish the effect of teacher evaluation on learner grades, examine the credibility of the appraiser and to find out the obstacles towards effective teacher evaluation in Narok County Secondary Schools Kenya. This paper may be a revelation and of reference to a number of stakeholders in Education and other sectors. Teachers have found their added roles of appraisee and appraiser challenging. Given that, the Teachers Service Commission (TSC) their employer threatens their teaching values, expertise, and pedagogy. Teachers are in a dichotomy between Teachers Trade unions and TSC as stakeholders. While the unionist term the TPAD as simply paper work and time consuming, TSC embrace the TPAD and is yet to develop individualized teacher feedback. Factors like inconsistent Teacher development, evaluator credibility, mismatch between TPAD rating and learner grades, incompetency in ICT integration and lack of proper monitoring and evaluation of TPAD implementation question the efficiency of teacher evaluation system in Kenya. This paper recommends a collaborative type of teacher evaluation system and Methodology was through related literature review.
