Role of Performance Appraisal Feedback Content and Communication Channels on Teachers’ Service Delivery in Public Secondary Schools in Nyamira South Sub- County, Kenya

Calister Kemunto Nyaigero, George Ngwacho Areba & Beatrice Nyakan
Department of Education Administration, Planning and Economics, Kisii University
Email: calisterkemunto15@gmail.com

Abstract: Performance appraisal has emerged as one of the strategic tools to the attainment of an institution’s performance.Despite these assertions, the utilization of the performance feedback mechanisms in learning institutions remains wanting. The objectives of the study were to establish the role of feedback content and communication channels on teachers’ service delivery in public secondary schools in Nyamira South Sub-County. Goal setting theory and Feedback Intervention Theory (FIT) informed the study. A descriptive and mixed method research design was utilized. A sample size of 270 teachers were chosen from the target population of 807 through Yamane formular and 30% (19) of the 64 Deputy Head Teachers selected through stratified random sampling. Data was gathered using questionnaire and interview schedules. Data was analysed quantitatively and qualitatively by means of descriptive statistics and Multiple linear regression. Findings revealed that feedback content plays a strong and decisive role in shaping teacher performance. Correlation analysis showed strong positive relationship between feedback content and service delivery (r = .567, p < .001). Further, the study established that the channels through which feedback is communicated significantly influence how teachers perceive, interpret, and act upon performance. Correlation analysis showed a strong positive association between communication channels and service delivery (r = .561, p < .001). It is recommended that the quality and structure of feedback content should be enhanced. The channels through which feedback is communicated should be strengthened. Significantly, the study will inform policy makers on the gaps that exist in Teacher Performance Appraisal Feedback systems.