Aims: Exploration of theoretical underpinnings of Teacher Performance Appraisal (TPA) in public schools in a phase with skeptical implementation of Teacher Performance Appraisal and Development system (TPADs) in Kenya.
Place: Public schools in Kenya.
Teacher Performance Appraisal in Kenya: This has evolved from haphazardly implemented individualized head teacher initiated activity to the current scenario whereby a uniform all inclusive guiding-tool, Teacher Appraisal and Development system, has been designed by Teachers Service Commission (TSC) for application in appraisal of teachers administered by head teachers in all public schools in Kenya.
Theoretical underpinning of Teacher Performance Appraisal in Kenya: TPA, being a process of evaluating teacher job performance, is embedded in cognitive evaluation theory. However, the transition to TPADs is bedeviled with skepticism among teachers hence the value of engendering theory of change in its implementation to realize service improvement.
Methodology: Desktop literature review.
Conclusion: It is imperative that a teacher, being the single most important resource in an educational enterprise, should not only seem to be effective but should also be evaluated to be adequately performing relevant duties. These should meet job requirements for providing continuously enhanced expected services to achieve desired individual learner and general school outcomes hence national educational goals.
Author(s) Details –
Jane Irene Dawo (PhD)
Department of Education Management and Foundations, Maseno University, Kenya.
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