The Relationship between the Teachers Service Commissions Performance Appraisal Standards, Training and the Actual practice of Performance Appraisal of Teachers in Bomet Constituency, Kenya

The purpose of this paper is to assess the extent to which training of the Kenya Teachers Service Commission appraisers affects performance appraisal based on a study conducted at Bomet Constituency in Bomet County, Kenya. The paper further examines the relationship between the TSC performance appraisal standards and the actual practice of PA in schools. The target population was secondary school teachers in Bomet Constituency. The main focus was teachers in Central and Longisa Divisions. There were 44 Secondary schools in Bomet Constituency 26 in Central Division and 18 schools in Longisa Division. A sample of 20% of all the schools in each division was selected using stratified random sampling technique. Data was collected using questionnaire method. It was analyzed using descriptive statistics in form of tables and pie charts. On the issue of training of appraisers, majority of the respondents (82%) believed that they do consider this as a factor that does have an effect on performance appraisal. This implied that there was an urgent need to train further appraisers in the district to improve the performance of teachers. This would result in improved performance in terms of examination results. On the issue of standards and objectives of performance appraisal, majority of the respondents (85%) agreed that it does have an effect on performance appraisal. This implied that TSC should set standards and objectives that are measurable and achievable, for this affects performance appraisal of its teachers. The study could help the government specifically the MOEST and TSC formulate the right policies to be used for efficient management of High schools in Kenya.