The Influence of Appraisal of Teacher’s Professional Knowledge and Application on the Implementation of Curriculum in Public Secondary Schools in Kenya

Abstract

Teacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers’ unions often oppose this policy, viewing it as a means to undermine educators. This research examines the influence of teacher appraisal on curriculum implementation in public secondary schools within Bureti Sub-County. By investigating the appraisal of teachers' professional knowledge and application, this study aims to shed light on factors that affect the effectiveness of curriculum delivery. The target population comprises 63 principals and 889 assistant teachers from 63 public secondary schools in Bureti Sub County. Sampling techniques include stratified, purposive, and random sampling, with structured questionnaires serving as research instruments. To test the reliability of the research instruments. Correlation analysis was used to establish if there was a relationship between the independent variables. Pearson correlation coefficient (r) was used to determine the relationship between the two variables with a value of + 1 and – 1. Descriptive and inferential statistics were employed to analyze quantitative data. To determine the variance of the responses, ANOVA was used. Findings indicate that teacher appraisal significantly impacts curriculum implementation, with pedagogical competence, content mastery, adaptability, and collaboration emerging as key factors.  Recommendations include enhancing professional development, fostering reflective practice, aligning appraisal criteria with curriculum goals, and promoting leadership capacity among school administrators.