Role of Performance Appraisal Feedback Frequency and Feedback-Based Training on Teachers’ Service Delivery in Public Secondary Schools in Nyamira South Sub County, Kenya

Abstract

Performance appraisal has emerged as one of the human resource management strategic tools key to the attainment of an institution's competitive edge. Despite these efforts, the utilization of the performance feedback mechanisms, academic staff performance in learning institutions still remains wanting. The objectives of the study were to evaluate the role of feedback frequency on service delivery and establish the role of feedback-based training on teachers’ service delivery in public secondary schools in Nyamira South Sub County, Kenya. This research was informed by goal setting theory and Feedback Intervention Theory (FIT). A descriptive and mixed method research design was utilized for the study.  The target population involved 827 public secondary school teachers from Nyamira South Sub County. A sample size of 270 teachers were chosen through Yamane formular and 30% (19) of the 64 Deputy Head Teachers selected through stratified random sampling method. Primary data was gathered using questionnaire and interview schedules. Data collected was analysed quantitatively and qualitatively through use of descriptive statistics and Multiple linear regression. The findings revealed that regular and timely feedback plays a meaningful role in supporting continuous performance improvement. The correlation between feedback frequency and service delivery was strong and significant (r = .522, p < .001). Similarly, findings showed that training derived from appraisal feedback equips teachers with the skills and competencies needed to address performance gaps and strengthen their instructional practices. Feedback-based training displayed a moderate positive correlation with service delivery (r = .456, p < .001). It is also recommended that schools institutionalize regular and predictable feedback cycles. Training programs and Continuous Professional Development (CPD) activities should directly address performance gaps identified in teacher evaluations. Significantly, the study will inform policy makers on the gaps that exist in Teacher Performance Appraisal Feedback systems to seal them for effective management of teacher performance.