INFLUENCE OF TEACHERS' LEVELS OF PREPAREDNESS ON TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MATUNGULU SUB-COUNTY, MACHAKOS COUNTY, KENYA
Abstract
Introduction: Teacher performance appraisal is an important mechanism for enhancing the quality of teaching services in Kenya. The Teachers Service Commission introduced the Teacher Performance Appraisal and Development (TPAD) system to strengthen teacher accountability and professional development.
Purpose of the Study: This study examined the influence of teachers' levels of preparedness on teacher performance in public secondary schools in Matungulu Sub-County, Machakos County, Kenya.
Methodology: The study adopted a descriptive research design and was guided by Goal Theory, which emphasizes clear goals and appropriate feedback as drivers of performance. The target population comprised 37 principals and 549 teachers in public secondary schools in Matungulu Sub-County. The study reported a sample of 11 principals and 220 teachers. Questionnaires and interview guides were used to collect quantitative and qualitative data. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative findings were used to complement the quantitative results.
Findings: The findings showed that teachers' preparedness for TPAD, particularly professional knowledge, professional development, and innovation in teaching, was positively associated with teacher performance.
Recommendations: The study recommends continuous and structured professional development to strengthen teachers' content mastery, pedagogical competence, curriculum knowledge, and preparedness for appraisal.
Keywords: Teacher Performance Appraisal and Development (TPAD), Teacher Preparedness, Teacher Performance
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