Relationship between Teachers’ Conduct and Teachers’ Performance in Public Primary Schools in Igembe North Sub-County, Meru County

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Harriet Karamana Gitonga
Tarsila Kibaara
Paul Maku Gichohi

Abstract

The Teachers Service Commission has put in place mechanisms to evaluate the performance of primary school teachers via the teaching competence standards outlined in the Performance Appraisal and Development manual. In spite of this effort, low performance of primary school teachers has continued to raise concerns from different stakeholders. This study aimed to assess the relationship between the teachers' conduct and the teacher's performance in public primary schools in Igembe North Sub-County, Meru County. The correlational research design was adopted. A sample size of 202 teachers, 14 head teachers, and one Sub-County Education Officer participated in the study. A proportionate simple random sampling technique was used in selecting teachers and head teachers, while the Sub-county Education Officer was purposively selected. Data was collected using questionnaires and an interview guide whose content validity and reliability were verified. Factor analysis, mean and standard deviation, correlation and regression analysis were used in analyzing the quantitative data. Thematic analysis was applied to analyze the qualitative data. Information was presented in tables, and excerpts. The poor state of teachers' performance in public primary schools, which was attributed to personal, school-based, and employer-related factors, was noted. The study found out a statistically significant predictive relationship between the teacher's conduct and the teacher's performance. It recommended that TSC empowers head teachers with skills to nurture, counsel, and mentor teachers' conduct. It should also embark on an affordable continuous teacher's development program to amplify professional conduct. Results have implicated leadership, mentorship programs for teachers, and human resources management practices in public primary schools, and contributes new knowledge in staff performance and appraisal management.

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How to Cite
Gitonga, H. K., Kibaara, T., & Gichohi, P. M. (2022). Relationship between Teachers’ Conduct and Teachers’ Performance in Public Primary Schools in Igembe North Sub-County, Meru County. International Journal of Professional Practice, 10(2), 31–45. https://doi.org/10.1234/ijpp.v10i2.139
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