Influence of Distributive Fairness on Performance Appraisal Practices in Public Secondary Schoolsin Cherangany Sub-County

Abstract

Aims: Teachers’ performance appraisal has been an integral component of teacher management system in Kenya. As such its application is critical in ensuring quality delivery. This study therefore sought to establish the influence of distributive fairness on implementation of performance appraisal practices in public secondary schools in Cherangany Sub-County. Study Design: The study used concurrent triangulation design. Place and Duration of the Study: Public secondary schools in Cherangany Sub-County. Methodology: The study included 187 respondents. Of these there were 37 (25 male and 12 femaleprincipals having an age range of 35 – 51 years). In addition 150(80 male and 70 female teachers were included. Stratified, simple random and purposive sampling was used to select respondents. Questionnaire was used to collect information and opinions from teachers and interviews from the principals. Results: There was a significant positive influence of distributive fairness on implementation of performance appraisal practices (r= 0.51, p =0.000). Therefore, the more distributive fairness led to an increase in implementation of performance appraisal practices. Conclusion: The results indicated positive influence of distributive fairness in the implementation of performance appraisal practices in public secondary schools in Cherangany Sub-County. To change the negative influence from the teachers, the study recommends use of a combination of methods in collection of performance appraisal data such as peer observation, self-evaluation, 360-degree assessment, verbal discussions and external assessment. The teachers should however be involved in selection of the preferred appraisal methods.