The Effect of Goal Setting Practices on Teacher Performance Appraisal on the Achievements in Kenya Certificate of Primary Education in Turkana West Sub-County, Kenya

The performance of public primary schools depends majorly on teacher?s performance. Goal setting is critical in performance appraisal since it outlines in advance the goals that an appraisee is expected to achieve. The main purpose of the study was to establish the effect of goal setting practices on achievements in KCPE in public primary schools in Turkana West Sub-County, Turkana County, Kenya. The study was guided by goal setting theory. A descriptive survey design was adopted. The target population was 500 teachers and 71 head teachers. With a sample of 200 teachers and 20 head teachers selected using simple random sampling. Questionnaires and interview schedules were used for primary data collection. Data was analyzed using descriptive and inferential statistics. Measures of central tendency and variability were also used to give expected summary of statistics of variables being studied and describe dispersion of scores generated. Multiple regression analysis was used to determine the relationship that existed between the dependent and independent variables. The findings of the study were presented using tables, pie charts and graphs. It emerged that goal setting practices have a significant positive influence on KCPE achievement. The study recommends that goals should be set for teachers and they should link the achievement of such goals with rewards so as to motivate them towards better performance that translates to improved pupils? performance.