Teachers’ Self-Efficacy and Their Performance Appraisal in Public Secondary Schools

Abstract

This paper aimed to assess the effect of teachers’ self-efficacy on their performance appraisal in public secondary schools in Sabatia Sub County, Vihiga County, Kenya. The study, anchored on the social cognitive theory, adopted correlational and descriptive survey research designs. Stratified random sampling was used to select 12 schools and 227 teachers for the study based on category of school, status, and gender. Principals of each sampled school and the Sabatia Sub-County Teachers’ Service Commission director were purposively sampled. Data for the study was collected using questionnaires, interview guide, and document analysis guide. Quality assurance of research instruments ensured through piloting, content validity and test retest for reliability. Quantitative data was analysed using SPSS (version 25.0) descriptively and inferentially, while qualitative data was analyzed thematically. The findings showed the R-value from the model summary of the regression between self-efficacy and performance appraisal was 0.617. The R square value was 0.381, which implied 38.1 % effect on self-efficacy was attributed to teacher appraisal. The findings show significant effect of self-efficacy on performance appraisal. Therefore, performance appraisal for teachers needs to be enhanced since it plays a significant role in boosting their confidence, thus their self-efficacy.