Strategic Change Management Practices Effect On Implementation Of Teacher Performance Appraisal In Kitui Central Public Secondary Schools

ABSTRACT

This research project aimed at investigating the effect of strategic change management

practices in the implementation of the Teacher Performance and Appraisal Development

(TPAD) in public secondary schools in Kitui Central Sub-County. The study focused on

management practices of communication, leadership, resource management and teacher

involvement on the implementation of TPAD. The study covered public secondary

schools in Kitui Central Sub County. The study was based on three theories namely;

Kurt Lewin’s three step change Model, McKinsey’s 7S Model and ADKAR model of

change management. Descriptive research design was used in this study and data was

collected using questionnaire. The study targeted a population of 318 public secondary

school teachers employed by the Teachers’ Service Commission (TSC) in Kitui Central

Sub-County. 70 respondents were considered, comprising of assistant teachers and

principals. The data was inspected for completeness, accuracy, reliability and consistency

then analysed using SPSS Version 20 Software. Descriptive statistics such as mean, and

the standard deviation were computed to describe the data collected. Moreover,

inferential statistics at 95% confidence level were used. Further, Cronbach’s Alpha test

was used to test data reliability of the questionnaires. The findings of the study indicated

that implementation of the TPAD in secondary schools had a positive relationship with

communication to teachers, leadership, resource allocation and teacher involvement. The

findings were supported by the literature reviewed by the study. With reference to the

findings, various recommendations were made. To start with, the study recommended

embracing of the technology in the implementation of the TPAD. Secondly, proper and

effective monitoring of the implementation of the TPAD across all the public secondary

schools. Thirdly, the study recommended decentralization of the taskforce assigned to

implementation of TPAD to the sub counties in order to get to engage the teachers at the

grass root level. Finally, the study recommended more studies to identify other factors

that influenced the implementation of TPAD in secondary schools in Kenya.