Influence of Teacher Performance Appraisal on Effectiveness in Curriculum Evaluation in Kenyan Public Secondary Schools

Joash Okello Aloo, Jack Odongo Ajowi and Peter Jairo O. Aloka

Academic Journal of Interdisciplinary Studies, 2017, vol. 6

Abstract: The objective of the study was to establish the impact of Teachers Performance Appraisal(TPA) policy on effectiveness in curriculum evaluation in public secondary schools in Kenya. The study employed a Correlational research design. Additionally, the study used Stratified random sampling technique to select 179 Principals and 179 Deputy Principals. Consequently, the study used questionnaires to collect data from the Principals and Deputy Principals. The study also tested reliability of the instruments for data collection by assessing the scale's internal consistency using Crobanch's alpha, and reliability coefficient of at least 0.7 was achieved. Validity was determined by experts in Educational Administration of JaramogiOgingaOdinga University of Science and Technology. Quantitative data was analyzed by using descriptive and inferential statistics. The study established that TPA policy had a significant positive influence on curriculum evaluation by teachers (r =.726, p

Date: 2017
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.richtmann.org/journal/index.php/ajis/article/view/10130 (text/html)
https://www.richtmann.org/journal/index.php/ajis/article/view/10130/9762 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bjz:ajisjr:1698

Access Statistics for this article

More articles in Academic Journal of Interdisciplinary Studies from Richtmann Publishing Ltd
Bibliographic data for series maintained by Richtmann Publishing Ltd ().