Browsing by Author "Abdi Ali Abdi"

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Peer coaching and teacher performance management in public secondary schools in moyale constituency, marsabit county, kenya
(Chuka University, 2024) Abdi Ali Abdi
Teacher performance management is a key determinant of student learning and achievement. It is a structured approach to ensuring the continuous improvement and effectiveness of teachers in educational settings. It is designed to align teaching practices with school goals, ultimately aiming to enhance student learning outcomes. This process begins with setting clear and achievable goals that are specific to individual teachers while also being in line with broader educational objectives. Teachers with knowledge of educational goals have a clear understanding of what is expected of them and can focus their efforts on meeting the standards. This research sought to assess the role of Peer Coaching in enhancing teacher performance management in Public Secondary Schools in Moyale Constituency, Marsabit County, Kenya. Four objectives guided the proposed study: To evaluate the various models of peer coaching; to determine the level of implementation and effectiveness of peer coaching among teachers; to evaluate the relationship between peer coaching and teacher performance management; to determine the challenges that teachers encounter during peer coaching practices. This study was based on transformational theory. A descriptive survey design was adopted. The target population was 291 comprising 16 principals, 81 Heads of Departments and 194 teachers drawn from all the public secondary schools in Moyale Constituency. A sample size of 169 comprising 16 principals, 81 Heads of Department and 72 teachers was selected for this study. Purposive and simple random sampling were employed for data collection. To enable the quantitative tool to be evaluated; a pilot study was conducted in 3 public secondary schools in the neighbouring Isiolo county. This represented 10 percent of the target population. Questionnaires and interview schedules were used to collect data from the respondents. A Cronbach's Alpha coefficient of 0.788 suggested that the items had good internal consistency. The validity of the research was ascertained by expert judgment from the faculty of education and resource development. Prior to the commencement of data collection, the researcher obtained all the necessary documents, including an introductory letter from Chuka University and a permit from the National Commission for Science Technology and Innovation (NACOSTI). Authority was sought from the County Education Officer to carry out the study. Descriptive and inferential statistics using Chi Square test were employed for quantitative data analysis using SPSS version 29.0. Findings showed that secondary school teachers use various models of peer coaching with a substantial level of effectiveness. It also established challenges that impede peer coaching practices. The findings also demonstrated a statistically significant relationship between peer coaching and teacher performance management with a p-value of 0.000. The study concluded that, there is significant relationship between peer coaching and teacher performance management in public secondary schools. It recommended that, schools should integrate peer coaching into performance management strategies to improve teaching methods and student outcomes. The study’s findings are crucial for policymakers, as they offer valuable insights for developing or refining policies related to peer coaching programs and teacher performance management strategies in Kenya. By emphasizing the role of peer coaching in fostering a collaborative and supportive professional environment, the research provides guidance for educational policymakers, school administrators, and teachers. It addresses identified challenges and supports the adoption and sustainability of peer coaching practices to improve teacher performance management in public secondary schools.