Abstract:
Performance appraisal is one of the key elements of any organizations drive towards competitive advantage through continuous performance improvement. When effectively carried out performance appraisal promote and enhance teachers’ job satisfaction that entail productivity, accountability and efficiency at work, thus improve performance of students and the school in general. Despite these clear benefits, recent studies have established that teachers have negative perception about performance appraisal which has caused truancy, indiscipline, resistance and significant staff turnover from the teaching profession. The general objective of this study was to investigate the effects of performance appraisal on job satisfaction among teachers in public secondary school in Kapsaret Sub County, Uasin-Gishu Kenya. Specifically, the study: Analyzes the effects of teaching standards on teachers’ job satisfaction in Kapsaret, evaluates the effects of job expectations on teachers’ job satisfaction in Kapsaret Sub County, examines the effects of performance appraisal training on teachers’ job satisfaction in Kapsaret Sub County, assessed the effects of performance based compensation/rewards on teachers’ job satisfaction in Kapsaret Sub County. The study was guided by Alderfer’s Erg Theory and Maslow hierarchy of needs Theory. Descriptive survey design was used. The study population were the 80 heads of departments from the 18 secondary schools in Kapseret Sub- County. The study used a census sampling method and therefore had a sample of 80 heads of departments. This study used primary data which was collected by use of questionnaires. Validity was determined by consulting experts and study’s supervisor. Cronbach Alpha was used to determine reliability and acceptable value was 0.8. The data collected was analyzed using descriptive statistics such as means, percentages frequencies and also inferential where regression and ANOVA were used to analyze the data and to test the hypothesis. The study findings showed that there was an inverse relationship between teaching standards and job satisfaction, between job expectation and job satisfaction, between performance appraisal training and job satisfaction and performance based compensation/rewards had no statistically significant effect on job satisfaction in public secondary schools in Kapseret Sub-County consequently, the alternate hypotheses that performance appraisal factors have statistically significant effect on job satisfaction in public secondary school teachers in Kapseret Sub County were accepted. The public secondary schools in Kenya who are determined on performance appraisal on improving job satisfaction will find this study useful.
