INFLUENCE OF PERFORMANCE GOAL SETTING ON ENHANCING TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

Ojwang Josiah Meshack, David M. Mulwa, Stephen Munguti

Abstract


This study examines the influence of performance goal setting on teachers’ performance in public secondary schools in Kajiado County, Kenya, within the broader context of performance appraisal systems. Guided by Goal Setting Theory, Expectancy Theory, and Resource-Based View Theory, the research investigates how performance goal setting, as a component of the Teachers Service Commission’s (TSC) appraisal framework, enhances teacher effectiveness, measured primarily by student outcomes in the Kenya Certificate of Secondary Education (KCSE) examinations. A mixed-method research design was employed, targeting 93 public secondary schools, 93 principals, and 1,216 teachers, with a sample of 28 principals and 295 teachers selected through simple random and stratified sampling. Data was collected using questionnaires and interview guides, analyzed using descriptive and inferential statistics, including correlation and regression analyses. Findings revealed a statistically significant positive relationship between performance goal setting and teacher performance (b=0.143, p=0.048<0.05), with goal specificity, clarity, commitment, and alignment with personal values identified as key drivers. However, some teachers felt excluded from the goal-setting process, indicating inconsistencies in implementation. The study recommends that school administrators and the TSC enhance goal-setting frameworks by ensuring teacher involvement, setting clear and achievable goals, and providing regular feedback and incentives to boost motivation. It further suggests tailored training programmes to strengthen teachers’ goal-setting skills and alignment with institutional objectives, ultimately improving teaching quality and student outcomes in Kajiado County’s public secondary schools.

 

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goal setting, teacher performance, teacher motivation, student outcomes

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i10.6205

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