Influence of supervision by head teachers on implementation of teacher performance appraisal and development in public primary schools in Siaya Sub-County, Kenya

Abstract

This study examined the influence of head teachers' supervision on the implementation of Teacher Performance Appraisal and Development (TPAD) in public primary schools in Siaya Sub-County, Kenya. Guided by Locke's Goal-Setting Theory (1968), the study adopted a descriptive survey research design. The target population comprised 132 head teachers, 119 deputy head teachers and 1,310 teachers drawn from 132 public primary schools. A sample of 181 respondents, consisting of 26 head teachers, 24 deputy head teachers and 131 teachers, was selected. Data were collected using questionnaires and interview guides and analysed through descriptive statistics (frequencies and percentages) and inferential statistics, including correlation analysis. The findings revealed a statistically significant relationship between head teachers' supervision and TPAD implementation (M=1.86; r=0.585, 0.621 and 0.330; p less than 0.05), demonstrating the importance of supervisory practices in enhancing effective implementation of teacher appraisal. The study concluded that head teachers' supervision significantly influences TPAD implementation in public primary schools. It recommends strengthening engagement between teachers and head teachers to improve appraisal processes; equipping schools with functional ICT infrastructure, including computers, scanners and internet connectivity; and upgrading the Teachers Service Commission's appraisal portals to ensure evidence-based assessment of all performance targets. Additionally, the TSC should consider reviewing the teaching workloads of head teachers and deputy head teachers to provide adequate time for supervisory responsibilities, particularly classroom observations. These measures would strengthen accountability, enhance teacher performance and improve the effectiveness of TPAD implementation in public primary schools.