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International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186

Relationship Between Performance Appraisal and Teachers’ Burnout in Public Secondary Schools in Sabatia Sub-County, Vihiga County

 J.A. Mungasia1*, Prof. K. Otieno2, Dr. J.B. Ouda2
1Student Doctor of Philosophy Degree in Educational Psychology of Masinde Muliro University of Science and Technology
2Lecturers, Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kenya.
*Corresponding Author

IJRISS Call for paper

Abstract: Globally, an effective performance appraisal system assists in holding teachers’ accountable, addressing underperformance, enhancing performance and best practice. The main objective of this study was to establish the relationship between teachers’ performance appraisal and burnout, and find out relationship between self-efficacy, performance appraisal, and burnout among public secondary school teachers in Sabatia Sub-county, Vihiga County. This study was anchored on the self-efficacy theory component of the social cognitive theory by Bandura. It adopted a descriptive survey design. The sample consisted of twelve schools selected using purposive and stratified random sampling from the sampling frame developed for all public secondary schools in Sabatia Sub-county, Vihiga County, Kenya out of which 227 teachers were sampled using random sampling. Principals of each sampled school were included in the sample. The Sabatia Sub-county TSC Director was part of the respondents. Data for this study was collected using interviews, questionnaires, and document analysis. Validity of data collection tools was established through piloting with ten respondents who were not included in the study. Reliability was established using test-retest reliability. Data analysis was done using descriptive and inferential statistics and analyzed findings presented using frequency tables, percentage and mean scores. The R value from the model summary of the regression between self-efficacy, performance appraisal and burnout was 0.810. The R square value was 0.656, which implied 65.6 % effect on burnout was attributed to performance appraisal and self-efficacy. The results show a constant t-value of 6.944 at p=0.001. When performance appraisal was introduced into the equation, it reduced to -8.977 at p=0.000.In addition, when self-efficacy was introduced into the relationship, it further reduced to -11.161. The results show that there was a negative relationship between the independent and dependent variables. The findings of the study may be useful to the Ministry of Education and Teachers’ Service Commission in designing programs that focus on increasing teacher efficacy, perfecting performance appraisal, and reducing their burnout and the study may raise issues that may be a base for further research.

Key Words: Performance Appraisal, Burnout, Efficacy

I. BACKGROUND OF STUDY

Jammal (2015) avers that, “the performance of high school employees will favorably improve the school’s production,” underscoring the significance of developing an efficient performance appraisal system. Walls, Nardi, Minden, and