Abstract:
Teacher performance appraisal and development play a crucial part in
enhancing staff performance, reward, motivation, and training. A
thorough inspection of most public secondary schools in Transmara East
Sub-County disclosed a decline in Kenya Certificate of Secondary
Education schools’ average performance from 2018 to 2022. It is not
evident whether Teacher performance appraisal and development (TPAD)
implementation has an influence on the performance of learners’
academic achievement. The investigation was steered by Goal Setting
theory of motivation. The study adopted a descriptive survey research
design. A target population of 277 respondents consisted of 1 Teacher
Service Commission (TSC) Sub-County director, 34 principals, and 242
TSC teachers from 34 public secondary school teachers in Transmara East
Sub-County. The project adopted a stratified random sampling technique
on 164 respondents comprising 1 TSC sub-county director, 20 principals,
and 143 teachers employed by TSC. Questionnaires were utilised in
acquiring data from teachers while the interview schedule was given to
the TSC Sub-County director and principals. The checklist was used to
collect target and end-term mean scores. Data collected was examined
using both quantitative and qualitative approaches. Quantitative facts
were evaluated by descriptive statistics, frequency, mean and standard
deviation as well as a correlation for inferential statistics. The quantitative
facts were illustrated using charts and tables. Qualitative data was
analysed thematically, which was triangulated with quantitative data.
Findings reveal that teachers in their professional knowledge, showed
mastery of subject content, used appropriate teaching styles, developed
required documentation and learning assessment, and utilised learning
and teaching resources sufficiently. Hence, professional knowledge has a
significant positive influence on the academic performance of students
(P<0.05). The study concludes that professional knowledge has a
significant positive influence on students’ academic performance in public secondary schools in Transmara East Sub-County, Kenya. The
study recommended that the government should improve training,
assessment, and e-resource for ICT integration in the learning and
teaching of students.
