Date of Award

12-2018

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Fredrick Mtenzi

Second Supervisor/Advisor

Mary Mwingi

Department

Institute for Educational Development, East Africa

Abstract

This study investigated the effectiveness of Teacher Performance and Appraisal Document (TPAD) use as a curriculum supervisory tool in Voi Sub-County public primary school in Kenya. The study focused on achievement of TPAD objective of improving teacher performance competencies. This study was guided by four major objectives: examining the activities involved in the implementation of TPAD; describing the teachers‘ perceptions of TPAD use; investigating the strengths and weaknesses of TPAD use in dispensing its supervisory roles and eventually suggesting strategies that can make TPAD more effective. The study utilized qualitative approach and case study design which involved multiple data collection methods and tools for triangulation purposes right at the natural setting of the research participants. Snowballing and purposive sampling techniques were applied when selecting study participants who were the Deputy Head teacher, teachers, learners and Curriculum Support Officer. Convenience sampling was used to select the Curriculum Support Officer who was involved in the study. Interviews, Focus Group Discussion and Document Analysis were used to collect data from the participants. Data gathered in the study was analyzed and presented in narrative form. The findings of this study reveal that TPAD use has led to improvement of teacher performance competencies in the following ways: minimized teacher absenteeism, improved teacher lesson attendance and improved record keeping by teachers. However, in the same breath teachers expressed their discomfort in the use of the tool terming it as stressful, costly, time consuming due to too much documentation involved coupled with challenges while uploading TPAD reports to the Teachers Service Commission online system. The study established that the difference in the length of teaching experience, academic qualifications, teaching class level and gender did not distinguish their experiences, views and opinions on TPAD use. Recommendations were made to improve the effectiveness of TPAD implementation.

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