Effect of Teachers’ Attitude on Performance Appraisal Feedback on their Motivation in Public Secondary Schools in Bahati Sub- County, Nakuru County, Kenya

This study investigated on the effect the attitude the teachers have on the Performance Appraisal Feedback on their Motivation in Public Secondary School in Bahati Sub County, Nakuru County, Kenya. The study was anchored on the Hertzberg Two Factor theory (1959) on motivation and job satisfaction. The study adopted Convergent parallel method research design whereby quantitative descriptive cross-sectional survey design and qualitative phenomenological design were used. It involved a sample of 115 teachers, 13 principals, 13 deputy principals and the one Teacher Service Commissioner Sub County Director. In order to collect data, questionnaires and interview guide were used as the data collection instruments. In determining the reliability of the questionnaire Cronbach’s alpha of 0.824 was used. The obtained quantitative data was analyzed through the use of SPSS version 25. Descriptive statistics were then presented using frequencies, percentages as well as bar graphs. Qualitative data were presented through direct quotes. The research findings revealed that teachers did not clearly understand the structure and design of the Performance Appraisal feedback process even though they were actively involved in the appraisal and evaluation processes in their schools. The teachers had developed a negative attitude on the performance appraisal process which in return negatively affected their motivation. The study thus recommended for the evaluation of the PA system to allow the involvement of key stakeholders and the provision of relevant continuous training for both principals and teachers so that the teachers would have a positive attitude towards the appraisal process. Key Words: Performance Appraisal, Feedback, Teacher, Principal, Motivation