International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 239

Full Length Research Paper

Performance appraisal training of employees: A strategy to enhance employees’ performance in public teacher training colleges in Kenya

Justine Majau Miriti
  • Justine Majau Miriti
  • Department of Education, School of Education and Social Sciences, University of Embu, P. O. Box 6, Code-60100, Embu, Kenya.
  • Google Scholar
Lucy K. Kirima
  • Lucy K. Kirima
  • Department of Marketing and Management, School of Business, Africa Nazarene University, P. O. Box 53067, Code-00200 Nairobi, Kenya.
  • Google Scholar
Mirriam M. Nzivo
  • Mirriam M. Nzivo
  • Department of Botany, School of Biological Sciences, Jomo Kenyatta University of Agriculture and Technology, P. O. Box 62000, Code-00200 Nairobi, Kenya.
  • Google Scholar
Simon Thuranira
  • Simon Thuranira
  • Meru University of Science and Technology, P. O. Box 972, Code-60200 Meru, Kenya.
  • Google Scholar
Nancy L. M. Budambula
  • Nancy L. M. Budambula
  • Department of Biological Sciences, School of Pure and Applied Sciences, University of Embu, P. O. Box 6, Code-60100, Embu, Kenya.
  • Google Scholar

  •  Received: 16 December 2020
  •  Published: 31 January 2021


Human Resource (HR) practices like performance appraisal (PA) training are meant to ensure that employees are equipped with the knowledge and skills needed for the attainment of organisational goals. However, gaps still exist on the relationship between PA employees’ training and employees’ performance. This study aimed to establish the relationship between PA training and employees’ performance in Public Teacher Training Colleges (PTTCs) in Kenya. A cross-sectional survey study was conducted among 282 employees comprising 185 appraisee’s and 97 appraisers in all the 27 PTTCs. Proportionate stratified sampling technique was used and a self-administered semi-structured questionnaire was used to collect sociodemographic data and PA practices. Linear regression analysis indicated that PA training contribution to employee’s performance was not significant (R2 = 0.001). Appraisee’s preferred quarterly appraisal trainings and appraisers preferred those conducted twice a year (P=0.0054; P=0.0025), respectively. Personal request (P=0.0086) was the basic selection criterion considered for appraisers to attend PA training whereas for appraisee’s, the management considered individual performance (P=0.0011). The PA training among appraisers focused on corruption prevention and service delivery (P=0.0031; P=0.0232 respectively) whereas for appraisee’s, it focused on conflict resolutions (P=0.0299). Additional courses besides PA training were intended to enhance employees’ personal development (P=0.0002). Appraisers opined that the relevance of PA training on employees’ personal development was not relevant at all (P=0.013) and ineffective (P=0.0055). Results suggest well-designed PA programmes that guarantee employees’ personal development and career progression enhances their commitment and may positively affect their performance.


Key words: Appraisers, appraisees, teacher training, performance appraisal training, employees’ performance.