DOI: 10.36347/sjahss.2022.v10i06.007

Pages: 289-294

The teacher performance appraisal and development tool was introduced by the Teachers Service Commission to promote teacher accountability, enhance instructional quality, identify areas where teachers need additional development and promote the overall academic outcomes of schools in Kenya. The response of teachers and school administrators to TPAD has been mixed, with some schools embracing it wholly while others rejected the idea. The purpose of the study was to investigate the state of implementation of teacher performance appraisal and development in public secondary schools in Nandi North Sub-County, Kenya. The study used ex-post facto research design. The target population was 417 teachers and 55 principals of the 55 public secondary schools in the Sub-County. Stratified random sampling was used to select 11 schools to take part in the study. Further, stratified random sampling was then deployed to select 125 teachers and 11 principals to take part in the study. Data was collected using a questionnaire for teachers and interview guide for school principals. Quantitative data was coded into SPSS version 20 and analyzed descriptively using frequencies and percentages. It was then presented using frequency distribution tables with explanations. Qualitative data was analyzed thematically. The findings of the study showed that teachers were subjected to the filling of the TPAD and that appraisal has improved their instructional performance. It was concluded that teacher evaluation is a critical and regular routine in most school calendars. It is a very valuable period for administrators to improve instruction and learning. Therefore, it was recommended that before setting foot in the classroom for a lesson observation, principals need to sit with the teacher to discuss the upcoming lesson that is to be observed and the expectations of the appraisal process.