Challenges of Performance Appraisal Implementation and their Effects on Service Delivery in Public Secondary Schools in Githunguri Sub-county of Kiambu County, Kenya

Abstract

Performance contract in public service is a freely negotiated performance agreement between the Government, acting as the owner of a Government Agency, and the management of the agency. It is part of the broader public reforms aimed at improving efficiency and effectiveness in the management of public services. In so doing, the process clearly specifies the intentions, obligation and responsibilities of the two parties, that is, the employer and the employee. In Kenya, performance appraisal came into effect in the last two years despite constant resistance from teachers through their unions. The introduction of performance appraisal in the education sector followed public concerns of deteriorating standards of education. It is for this reason that the study sought to evaluate the existing challenges in the implementation of performance appraisal and their effect on service delivery in public secondary schools in Githunguri Sub-county of Kiambu County, Kenya. The specific objectives of the study were to establish; the influences of inadequate training, conflict between appraisers and appraisees and dishonesty in awarding scores, on the implementation of performance contract in public secondary schools in Githunguri Sub-county of Kiambu County, Kenya. The study adopted a survey research design. The target population for the study was 31 public secondary schools, 31 principals and 604 public secondary school teachers employed by the Teachers Service Commission.The study adopted stratified sampling and simple random techniques to select 20 schools to form part of the sample. Purposive sampling technique was then employed to select all the 20 principals of the sampled schools. Stratified sampling technique was also employed to divide teachers into four departments namely: mathematics and science, languages, humanities and technical. Simple random sampling was then employed to select 160 teachers to form part of the sample. Data from sampled principals was collected using an interview guide while data from sampled teachers was collected using a questionnaire. Data collected was analysed using both qualitative and quantitative techniques. Findings from the study revealed that implementation of performance appraisal in public secondary schools in Githunguri Sub-county of Kiambu County, Kenya are bedeviled by myriad of challenges which ultimately affect service delivery in the schools. The study recommended the need to educate teachers and all stakeholders on the importance of implementing the system. Care should be taken to avoid the scenario where the system is viewed as punishing teachers. The system should rather be seen to reward teachers who attain their set goals. Improvements should also be made incorporating teachers as well as all stakeholders’ views to further improve the tools. All the appraisers should be adequately trained on the use of the tools to ensure that they are not used as a formality or to settle differences