Reward and Implementation of Teacher Performance Appraisal and Development Policy in Public

The study looked into the connection between pay and the implementation of Kenyan public secondary schools' teacher performance assessment and growth policies. Convergent parallel research architecture was used in this analysis. A total of 43 principals, deputy principals, 218 teachers, one Directorate of Quality Assurance and Standards (DQASO), and one TSC Sub-County Director were chosen for the study. Simple random sampling, stratified sampling, and purposive sampling were used to pick the samples.Data was collected using questionnaires and an interview schedule. For all of the questionnaire's subscales, Bartlett's test for sphericity is significant (p0.001, p=0.000), and Kaiser-Meyer-hold Olkin indexes are all >.6. Cronbach's alpha was used to measure reliability, and a value of 0.728 was registered. The qualitative data was analysed thematically, while the quantitative data was analysed using descriptive statistics and inferential statistics such as Pearson product moment correlation.According to the results, teacher reward accounted for 9.4% of the difference in teacher performance assessment and growth policy implementation across secondary schools, as indicated by Adjusted R2=.094. Teachers Service Commission should take a more consultative approach to developing a performance assessment framework for Kenyan teachers, according to the study.

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