PERFORMANCE APPRAISAL AND ITS INFLUENCE ON THE MOTIVATION OF LECTURERS IN PROMOTING STUDENTS’ LEARNING OUTCOMES IN THE PUBLIC TECHNICAL TRAINING INSTITUTIONS IN NAIROBI REGION, KENYA

Abstract

The purpose of the study was to establish how Performance Appraisal influenced the motivation of lecturers in promoting students‟ learning outcomes in the public Technical Training Institutions in Nairobi region, Kenya. The study was guided by five research questions: How is lecturers‟ performance appraisal conducted in public Technical Training Institutions within Nairobi region?, how does performance appraisal influence lecturers‟ motivation in public Technical Training Institutions in Nairobi region?, in what ways do performance appraisal influence the students‟ learning outcomes in Public TTIs within Nairobi region? What are the challenges facing the lecturers‟ performance appraisal in public Technical Training Institutions in Nairobi region? What strategies can be used to solve challenges encountered during lecturers‟ performance appraisal in public Technical Training Institutions in Nairobi region? The study was guided by performance Management by Objectives Theory supported by McGregor‟s theory X and Y. A convergent parallel mixed-method research design guided the study whereby Cross-sectional survey and phenomenology in quantitative and qualitative approaches were employed respectfully. The target population was all lecturers, principals, Teachers Service Commission County Directors, Technical, Vocational Education and Training County Directors in Technical Training Institutions in Nairobi Region, Kenya. Cluster, stratified simple random and purposive sampling techniques were used to select 190 lecturers, 4 principals, 4 Teachers Service Commission County Directors and 2 Technical, Vocational Education and Training County Directors. Questionnaires, interview and observation guides were used to collect data. Cronbach‟s Alpha technique was used to determine reliability of the questionnaire items. Reliability of qualitative items was determined in terms of their credibility and dependability. Quantitative data was analyzed using SPSS version 23 to generate frequencies and percentages that summarized data. Qualitative items were analyzed using content analysis and presented in narratives and direct quotes. The findings showed that performance appraisal was done both internally and externally. Poor target setting, inadequate financial resources, insufficient time, and shortage of teaching and learning resources hindered Performance Appraisal. Hypothesis Testing indicated a significant relationship between Performance Appraisals and lecturers‟ motivation and students‟ learning outcomes. The study concluded that Performance Appraisal processes determined lecturers‟ motivation and students‟ learning outcomes. The study recommended establishment of a Ministry of Education and Teachers Service Commission unit/directorate to handle lecturers‟ Performance Appraisal matters, development of Performance Appraisal policies/ guidelines at ministry level and cascading the same to the Board of Governors and use of multiple methods of appraisal to improve performance.