Effect of talent management on the relationship between Performance appraisal and productivity of secondary school teachers in Kisumu county, Kenya

Abstract

Human resources are important to any organization’s success. Productivity in organization remains key in achieving its goals. Globally teacher productivity is an ongoing concern. In Kenya, teacher productivity is below expectation with 11.37% and 13.77% students obtaining 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 low productivity. However, teacher productivity remained poor. Prior studies on teacher productivity concentrated on aspects of PA like the tools and systems of appraisal and never explored the effect of PA in terms of the process, standards and criteria, feedback and satisfaction on teacher productivity. Studies have revealed both positive and negative relationship between Performance appraisal and Teacher productivity suggesting existence of a moderator. Reviewed studies have not 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. Herzberg two-factor and the expectancy theories guided the study. A cross-sectional correlation survey design was employed on 1647 teachers and 312 were selected using stratified random sampling technique. Reliability of the instrument was achieved at 0.930 on Cronbach’s Alpha. Expert reviews and factor analysis were used achieve content validity and construct validity respectively. Findings revealed that performance appraisal has a positive significant contribution on teacher productivity (R=.480, p=.000), (R2=.230, p=.000). Talent management has a significant positive contribution on teacher productivity (R=.673, p=.000), (R2=.453, p= .000). Talent management significantly and positively moderated the relationship between performance appraisal and teacher productivity (R=.804, p=.000). (ΔR2 =.170, p=.000). Talent management accounted for 17.0% change in teacher productivity. The study concludes that performance appraisal and talent management significantly affected teacher productivity. The study recommends that performance appraisal and talent management should be enhancement in school to improve teacher productivity. The findings will be useful to Ministries of Education in development of performance appraisal and talent management policies to improve Teacher Productivity and a basis for further research