ABSTRACT
This study sought to investigate the influence of Performance appraisal on teachers‟ motivation using a case of public primary schools in Gilgil Sub-county, Nakuru County in Kenya. The specific objectives included to establish the schools‟ compliance status with performance appraisal indicators in the teachers‟ appraisal and development tool by Teachers Service Commission; find out the influence of performance appraisal on teacher perception on their motivation; determine the influence of performance appraisal evaluation on teacher motivation; and to establish the influence of performance appraisal feedback on teacher motivation. The study used descriptive survey research design with the targeted population comprising of 70 head teachers, 70 deputy head teachers and 651 teachers in all the 70 public primary schools in Gilgil Sub-county, Nakuru County. The total sample size was 360 respondents. Their characteristics included demography, position at work, gender, qualifications, length of stay at the position and their attendance to workshops. Questionnaires were used as research instruments to collect data and they were piloted in three public primary schools in the same sub-county but which were not included in the final sample. The Cronbach Alpha with a minimum threshold of 0.7 was used for checking internal consistency of the instruments. The overall reliability of the head teachers‟ questionnaire was 0.83, deputy head teachers 0.76 while teachers 0.89 which was above the minimum threshold of 0.70 thus the questionnaires were deemed acceptable for the research. The collected data was coded electronically and entered in the Statistical Package for Social Sciences version 22 for analysis. The data was then analyzed using descriptive statistics such as frequencies, means, standard deviations and percentages. The results were presented using frequency distribution tables. Correlation analysis was used for inferential statistics. The study found that schools‟ compliance status with Performance Appraisal Indicators in the Teacher Performance Appraisal and Development tool is fairly and positively correlated with performance appraisal and performance appraisal feedback, and is strongly and positively correlated with performance appraisal evaluation. Performance appraisal evaluation and performance appraisal participation were also found to be fairly and positively correlated, as were performance appraisal feedback and performance appraisal participation. The research established that a strong positive correlation was found between performance appraisal and performance appraisal evaluation.
