INFLUENCE OF APPRAISAL OF TEACHERS’ PARTICIPATION IN CO-CURRICULAR ACTIVITIES ON TEACHER PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN MAKEUNI COUNTY, KENYA
Abstract
Statement of the Problem: Appraisal of teachers' ability to participate in co-curricular activities plays a significant role in ensuring improved classroom pedagogy, syllabus coverage, and teacher productivity in public secondary schools. However, in Makueni County, the situation is different, with teacher productivity in public schools being low.
Purpose of the Study: The purpose of this study was to assess the influence of appraisal of teachers' participation in co-curricular activities on teacher productivity in public secondary schools in Makueni County, Kenya.
Methodology: A mixed methodology and concurrent triangulation research design were adopted. The target population comprised 393 principals and 3,420 teachers from the 393 public secondary schools in Makueni County, totaling 3,813 respondents, from which a sample of 362 respondents was calculated using Yamane's Formula. Stratified sampling was used to select all public secondary schools in all nine sub-counties in Makueni County. From each sub-county, at least four schools were selected using simple random sampling. Simple random sampling was applied to select 39 principals, considering schools that have registered high and low academic grades for the last five years. A total of 323 teachers were selected using a simple random method. A questionnaire was used to collect data from teachers, whereas interview guides were used to gather data from principals. Data analysis began by identifying common themes. Qualitative data were analyzed thematically based on study objectives and presented in narrative forms. Quantitative data were analyzed inferentially using Pearson's Product Moment Correlation and Multiple Linear Regression Analysis using Statistical Package for Social Sciences (Version 27) and presented using tables.
Findings: The study established that teacher productivity has been low. This is characterized by untimely syllabus coverage, which has occasioned low academic performance in public secondary schools. It is also evident that, despite appreciating the noble role of CCAs in academic growth of students, the participation of teachers in the same is rarely appraised.
Recommendations: The study recommends that the Ministry of Education should create a teaching program that creates room for participation in CCAs. Teachers' Service Commission should review the performance appraisal processes to capture the appraisal practices that are of greater value to improving academic performance than using a one-size-fits-all approach.
Keywords: Appraisal of Teachers, Co-Curricular Activities, Teacher Productivity, Public Secondary Schools, Makueni County
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