Performance Appraisal System Change And Cultural Transition:a Case Of Secondary School Teachers’ Experiences And Perceptions Of The New Policy In Bungoma County,Kenya

Following the revision of the Code of Conduct and Ethics for Kenyan teachers,Teachers Service Commission introduced a new performance appraisal policy in 2016.This prompted changes in the manner in which appraisals were done.Focus shifted from just the teacher to include other stakeholders in education.The policy change spelt out new roles for teachers and redefined performance criteria.This study explored secondary school teachers’ experiences and perceptions in the context of the implementation of a new teacher performance appraisal policy in Kenya.As a result of the major reform,teachers needed to adjust to the new appraisal system;undergo cultural transition.Consequently,the study interpreted the teachers’ experiences and perceptions from a cultural transition perspective.How teachers navigate through the cultural transition process and perceive the new appraisal system greatly influences its success.The study was guided by the Self-Determination theory and the Transition Model.The qualitative research design was used.The sample comprised of 60 secondary school teachers employed by Teachers Service Commission.Data was collected through document analysis,semi-structured and focus-group interviews.A total of 28 secondary school teachers participated in the semi structured interviews and 32 in focus group discussions.Data was analyzed using the thematic coding approach.The study found that teachers had negative both negative and positive experiences and perceptions of the new appraisal policy.Major issues raised concern: the appraisal procedures,school context,human resources,the appraisal tool,motivation,the online system and training on appraisal.Positive aspects of appraisal include fairness,regularity,increased commitment and possession of professional documents.From an organizational culture transition perspective,transition has not yet fully taken place and teachers are displaying a passive form of resistance.Findings of this study have implications for Teachers Service Commission regarding the implementation of the new teacher appraisal policy.It is recommended that the commission: adopts a multi-rater system;retrains teachers on appraisal;redesigns appraisal online system;develops two different tools for appraisal;supports teacher autonomy;provide professional development;enhance teachers’ motivation;and create a regular feedback mechanism.