Following the revision of the Code of Conduct and Ethics for Kenyan teachers,Teachers Service Commission introduced a new performance appraisal policy in 2016.This prompted changes in the manner in which appraisals were done.Focus shifted from just the teacher to include other stakeholders in education.The policy change spelt out new roles for teachers and redefined performance criteria.This study explored secondary school teachers’ experiences and perceptions in the context of the implementatio... 

【文章來(lái)源】：東北師范大學(xué)吉林省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：216 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
ABSTRACT
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER 1: INTRODUCTION
    1.1 Background
    1.2 Statement of the Problem
    1.3 Purpose of the Study
    1.4 Objectives of the Study
    1.5 Research Questions
    1.6 Significance of the Study
    1.7 Scope and Limitations of the Study
    1.8 Operational Definition of Terms
    1.9 Organization of the Study
CHAPTER 2: LITERATURE REVIEW
    2.1 The Concept of Performance Appraisal
    2.2 Performance Appraisal in Teacher Management
    2.3 Teachers’ Perceptions and Experiences on Performance Appraisal
    2.4 Organizational Culture Change and Cultural Transition
        2.4.1 Inward versus Outward-Looking Culture in Human Resource Management
    2.5 Teacher Performance Appraisal in Kenya
    2.6 Previous form of Assessment
    2.7 The New Performance Appraisal Tool
        2.7.1 Evaluation Criteria and Rating
    2.8 Theoretical Framework
        2.8.1 Self-Determination Theory （SDT）
        2.8.2 Transition Model
    2.9 Conceptual Framework
    2.10 Chapter Summary
CHAPTER THREE: METHODOLOGY
    3.1 The Study Area
    3.2 Research Design
    3.3 Unit of Analysis
    3.4 Population, Sample Size and Sampling Procedures
        3.4.1 Demographic Details of Respondents
    3.5 Methods of Data Collection
        3.5.1 Sources of Data
        3.5.2 Primary Data
        3.5.3 Data Collection Instruments
        3.5.4 Data Collection Procedures
        3.5.5 Secondary Data
        3.5.6 Validity and Reliability
    3.6 Ethical Considerations
    3.7 Data Analysis
    3.8 Chapter Summary
CHAPTER FOUR: FINDINGS AND DISCUSSION
    4.1 Secondary School Teachers Experiences in Implementing the New PerformanceAppraisal Policy
        4.1.1 Appraisal Procedures
        4.1.2 School Context
        4.1.3 Teacher Performance Appraisal and Development Tool （TPAD）
        4.1.4 Appraisers
        4.1.5 Motivation of Teachers
        4.1.6 The Appraisal Online System
        4.1.7 Training on Teacher Performance Appraisal
    4.2 Secondary School Teachers’ Perceptions of their Experiences in Implementing the NewPerformance Appraisal Policy
        4.2.1 Shortage of Teachers （Understaffing）
        4.2.2 Motivation of Teachers
        4.2.3 Training of Teachers on Appraisal
        4.2.4 External Reinforcement in Appraisal Procedures
        4.2.5 The Appraisal Tool and Procedures
    4.3 Secondary School Teachers’ Perceptions of the New Performance Appraisal Policy
        4.3.1 Perceived Reasons for Introduction of the New Performance Appraisal Policy
        4.3.2 Timeliness of Implementation
        4.3.3 Desirability
        4.3.4 Practicability
        4.3.5 Lesson Observation
        4.3.6 Fairness
        4.3.7 Improvement of Teachers’ Performance and Competence
    4.4 Interpretation of Teachers’ Experiences and Perceptions from an Organizational CulturalTransition Perspective
        4.4.1 Ending, Losing, Letting Go
        4.4.2 The Neutral Zone
        4.4.3 The New Beginning
    4.5 Chapter Summary
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
    5.1 Experiences of Secondary School Teachers in Implementing the New Performance AppraisalPolicy
    5.2 Secondary School Teachers’ Perceptions about their Experiences in Implementing the NewAppraisal Policy
    5.3 Secondary School Teachers’ Perceptions about the New Performance Appraisal Policy
    5.4 Interpretation of the Experiences and Perceptions from Organizational Culture TransitionPerspective
    5.5 Conclusions
    5.6 Recommendations
        5.6.1 Policy Recommendations
        5.6.2 Recommendations for Further Research
BIBLIOGRAPHY
Appendix A: Informed Letter of Consent
Appendix B: Data Collection Consent Letter
Appendix C: NACOSTI Permit
Appendix D: NACOSTI Certification
Appendix E: Ministry of Interior and Co-ordination of National Government Permit
Appendix F: Ministry of Education, Science and Technology Permit
Appendix G: Focus Group Discussion Protocol
Appendix H: Interview Guide
Appendix I: A Sample Field Note
Appendix J: A Sample Note from the Researcher’s Reflective Journal



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