Odayo Frankline Onyango
Odayo Frankline Onyango
School of Business and Economics
RESEARCH TOPIC:
EFFECT OF TALENT MANAGEMENT ON THE RELATIONSHIP BETWEEN PERFORMANCE APPRAISAL AND PRODUCTIVITY OF SECONDARY SCHOOL TEACHERS IN KISUMU COUNTY, KENYA
ABSTRACT:
Human resources are a significant factor in any organization since they are the heart of the company. Productivity of an organization remains key in achieving its goals and objectives. Globally and even in Kenya, teacher productivity is an ongoing concern. In Kenya, teacher productivity is below expectation with 11.37% and 13.77% students obtaining the minimum university entry qualifications (C+) in 2017 and 2018 respectively. Performance appraisal is a means of achieving productivity. The Teachers Service Commission introduced Teacher’s Performance Appraisal and Development in 2016 to address poor teacher productivity. However, teacher productivity remained poor in the whole nation. Prior studies done on teacher productivity concentrated on aspects of PA like the tools and systems of appraisal did not explore the effect of PA in terms of the process, standards and criteria, feedback and satisfaction on teacher productivity. Some studies reveal both positive and negative relationship between Performance appraisal and Teacher productivity suggesting existence of moderation such as teacher talent management. No study has focused on the role of talent management as a possible moderator. The purpose of the study was to determine the effect of talent management on the relationship between performance appraisal and productivity of secondary school teachers in Kisumu County, Kenya. This study sought to: determine the effect of performance appraisal on productivity of the secondary school teachers in Kisumu County, determine the effect of talent management on productivity of secondary school teachers and to establish the moderating effect of Talent Management on the relationship between Performance Appraisal and Teacher productivity of the secondary school teachers in Kisumu County. Two-factor and the expectancy theory guided the study. A cross-sectional correlation survey design was employed on 1647 teachers from which 312 teachers were selected using stratified random sampling technique. Reliability of the instrument was through Cronbach’s Alpha reliability test gave an overall reliability value of 0.930 was achieved. Expert reviews were used to test the content validity and factor analysis used to determine construct validity. The study findings revealed that performance appraisal has a positive and significant contribution on teacher productivity (R=.480, p=.000), (R2=.230, p=.000). Further, talent management has a strong, positive and significant unique contribution on teacher productivity (R=.673, p=.000), (R2=.453, p= .000). Talent management positively and significantly moderated the relationship between performance appraisal and teacher productivity (R=.804, p=.000). (ΔR2 =.170, p=.000). Talent management accounted for a positive statistically significant 17.0% change in teacher productivity. The study concludes that performance appraisal and talent management have statistically significant effect teacher productivity. Talent management strongly and positively moderates the effect of performance appraisal teacher productivity. The study recommends that talent management be embraced in secondary schools to influence teacher productivity. It also recommends that the standards and criteria and feedback components of performance appraisal should be enhanced. The study finding will be useful to Governments and Ministries of Education in development of performance appraisal and talent development policies that promotes adoption of Talent management in Secondary schools to improve on Teacher Productivity. The findings can also be used as reference materials to guide future studies.