Appraisal Practices and Teacher Performance in Selected Primary Schools in Muthambi Division, Maara District, Kenya

TABLE OF CONTENT

Chapters PreNm~nar~es Page

DECLARATION A Ii

DECLARATION B Iii

DEDICATION Iv

ACKNOWLEDGEMENT V

ABSTRACT Vi

TABLE OF CONTENT Vii

LIST OF TABLES Xi

Chapter THE PROBLEM AND ITS SCOPE 1

One

Background of the Study 1

Statement of the Problem 4

Purpose of the Study 4

Objectives of the Study 4

Research Questions 5

Null Hypothesis 5

Scope of the Study 5

Geographical Scope 5

Content Scope 5

Theoretical Scope 6

Time Scope 6

Significance of the Study 6

Operational Definitions 7

vil

Chapter REVIEW OF RELATED LITERATURE 8

Two

Concepts, Ideas, Opinions from Experts 8

Appraisal Practices 8

Teacher Performance 14

Level of Appraisal Practices and Teacher Performance 18

Theoretical Perspective 18

Related Studies 19

Appraisal Practices in Primary Schools 19

Teacher Performance in Primary Schools 21

Appraisal Practices on Teacher Performance in Primary 24

Schools

Summary of Gaps Identified 26

Chapter METHODOLOGY 27

Three

Research Design 27

Research Population 27

Sample Size 27

Sampling Procedure 28

Data Collection 28

Research Instruments 29

Questionnaire 29

Validity of the Instruments 29

Reliability of the Instruments 29

Procedure 30

Data Analysis 30

Ethical Considerations 31

Limitations of the Study 31

viii

Chapter PRESENTATION, ANALYSIS AND INTERPRETATION 26

Four OF DATA

Biographical Details of Respondents 33

Age of Respondents 33

Distribution of Respondents by Gender 33

Education Level of Respondents 35

Working Experience of Respondents 35

Level of Appraisal Practices in Primary Schools 35

Level of Teacher Performance in Primary Schools 37

Relationship between the Levels of Appraisal Practices on 39

Teacher Performance

Chapter FINDINGS, CONCLUSIONS, RECOMMENDATIONS 41

Five

Discussion and Findings 41

Biographical Details 41

Level of Appraisal Practices in Primary Schools 41

Level of Teacher Performance in Primary Schools 41

Relationship between the Levels of Appraisal Practices 44

on Teacher Performance

Hypothesis 45

Conclusions 45

Recommendations 45

Suggestions for Further Research 46

REFERENCES 47

APPENDICES 51

APPENDIX I : TRANSMITTAL LETTER 51

APPENDIX II: INFORMED CONSENT 52

APPENDIX III: TEACHERS QUESTIONNAIRE 53

APPENDIX IV: HEAD TEACHER’S QUESTIONNAIRES 56