PERFORMANCE MANAGEMENT PRACTICES IN PERFORMANCE OF TEACHERS IN THE PUBLIC SECTOR
Abstract
The study was carried out in Wajir County in Kenya with a focus on establishing how four performance management practices had been implemented and consequently contributed to performance at employee level. The population was drawn from public sector employees of the Teachers Service Commission teaching in the schools distributed among the eight sub counties and a representative sample of 334 selected to participate in the research through a structured questionnaire. The four practices had been implemented uniformly to a high extent while the level of performance attained was relatively higher than the extent of implementation. The four variables explain a moderate level of variation in the achieved performance (Adj. R2=0.473). Training and multi source feedback have a significant positive contribution towards performance, goal setting has a positive non significant contribution while employee recognition has a negative non significant contribution. The findings raised implications on the role of performance management as an employee management strategy and called on management to consider investigating the cause of the negative contribution of the recognition practice. Future research was called upon to consider expanding the scope of the current study by investigation how the two practices found insignificant can be better designed for positive contribution in organizations.
Key Words: Performance Management; Practices; Training, multisource feedback, Goal setting, Employee Recognition
CITATION: Ugas, A. H., & Kilika, J. (2022). Performance management practices in performance of teachers in the public sector. The Strategic Journal of Business & Change Management, 9 (4), 1359 – 1366.
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DOI: http://dx.doi.org/10.61426/sjbcm.v9i4.2497
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