| dc.description.abstract | ABSTRACT
The Kenyan government has adopted several major management reforms, one of which is
the implementation of performance evaluation in public institutions, such as Public
Primary Teacher Training Colleges (PPTTCs). The study sought to determine the impact
of performance evaluation on staff output in PPTTCs in Kenya. Research using a
descriptive methodology was used in this study. Convenience, purposive and stratified
random sampling techniques were used to get the data. Including 1233 tutors, 189
department heads, 351 subject heads, 27 principals, 27 deputy principals, 27 curriculum
deans and 27 deans of students, the target population consisted of 1881 appraised personnel
from Kenyan PPTTCs. The sample size of 216 tutors, 33 department heads, 62 subject
heads, 5 principals, 5 deputy principals, 5 curriculum deans and 5 student deans was
calculated using Yamane's formula. Likert-scale questionnaires with five points were used
to collect data in an organized format. The content validity was established through
consulting with specialists in educational management. Cronbach's alpha was employed in
order to assess the instrument dependability. Regression analysis was used to get the coefficient of the effect of performance evaluations on employee performance. Performance
appraisal (PA) targets and worker production for Kenya's PPTTCs showed a weak
connection (P-value = -0.016) in the study. As a result, increasing PA objectives might not
be sufficient to enhance PPTTC employee performance. Organizational culture, leadership
and employee motivation are a few other factors that might be more crucial. The coefficient
of social distance between appraisers and appraisees was found to be 0.041. This indicates
that an increase of one unit in social distance is expected to result in a 0.041 unit increase
in employee performance. The results suggest that there may not be a strong correlation
between social distance and employee performance. Specifically, the relationship between
social distance and employee performance between appraisers and appraisees was found
to be a weak predictor of employee performance (P=0.266). There's a chance that other
elements like motivation, job-related abilities and company culture will affect performance
more. P-value (0.687) related to employee performance in Kenya's PPTTCs did not show
that PA training was a significant predictor of performance at the 0.05 level of statistical
significance. This suggests that improving performance in PPTTCs may not always result
from staff training on performance reviews. Furthermore, the research findings indicate
that there is no significant correlation between job motivation and an employee's
performance (P-value = 0.888 > 0.05). Employee training on PA had no discernible impact
on workers' performance after accounting for the assessment scale (P-value = 0.687 >
0.05). According to the study, there is a substantial correlation (P-value=0.000) between
employee performance and feedback from college performance reviews. The survey also
found that performance goals are the most often used performance indicator and that, in
order to guarantee that the evaluation process is successful in raising employee
performance, PPTTCs should create specific, quantifiable goals. The study came to the
conclusion that raising PA targets alone is not as effective in enhancing employee
performance in PPTTCs as characteristics like organizational culture, leadership and
employee motivation. The study also emphasizes how crucial performance review
feedback is in affecting workers' output. Consequently, the study suggests that PPTTCs
reconsider the structure and methodology of PA training programs while giving priority to
improving organizational culture, leadership and feedback mechanisms within their PA
systems. | en_US |
