Perceived Influence of Principals' Performance Appraisal of Teachers on Academic Performance of Students in Public Secondary Schools in Kipkelion West Sub-County, Kenya

Abstract

Abstract In January 2016, the Teachers Service Commission introduced Performance Contracting for Heads of Institutions and Teacher Performance Appraisal (TPA) for teachers to strengthen curriculum implementation, accountability, and learning outcomes. However, in Kipkelion West Sub-county, student academic performance has remained stagnant at a mean score of 4.0, despite the implementation of TPA. The purpose of this study was to investigate the influence of principals’ performance appraisals of teachers on the academic performance of students in public secondary schools in Kipkelion West sub county, Kenya. The study was guided by Goal-Setting Theory and Equity Theory. It adopted a descriptive cross-sectional survey research design. The target population comprised 36 principals, 36 deputy principals, and 136 Heads of Departments (HODs) from public secondary schools in Kipkelion West Sub-county. Stratified sampling was used to categorize respondents by administrative position, followed by simple random sampling to select the final sample of 18 principals, 18 deputy principals, and 37 HODs. Structured questionnaires were used to collect primary data. Piloting was conducted in four schools outside the study sample to refine the instrument, ensure clarity of items, and confirm content and construct validity through expert review and instrument revision. Reliability was confirmed through the test–retest method, yielding a correlation coefficient of r = .82, which indicated strong consistency of responses over time. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative insights and thematic analysis were employed to support the interpretation of findings. Results revealed that regular monitoring of teachers moderately enhanced instructional practices and student outcomes. Additionally, setting teacher-student achievement targets positively influenced teachers’ performance, encouraging accountability and instructional focus. However, the study also revealed that principals faced significant challenges in implementing TPA, including inadequate training, limited resources, and resistance from some teachers. Effective strategies used by principals included collaborative target-setting, continuous feedback, and supportive supervision, although their impact was constrained by systemic barriers. The study concludes that although Teacher Performance Appraisal (TPA) has the potential to enhance teacher performance and subsequently improve student achievement, its effectiveness in Kipkelion West Sub-county is constrained by implementation challenges. These findings are significant because they highlight the need for strengthened appraisal practices, targeted capacity-building, and improved support systems to ensure that TPA achieves its intended educational outcomes within the sub-county. The study recommends enhanced capacity-building for school administrators and teachers, increased resource allocation, strengthened monitoring mechanisms, and collaborative approaches to appraisal to enhance acceptance and impact.