Influence of Internal Quality Assurance on the Performance of Public Secondary School Teachers in Kenya

The performance of teachers in Kenya, measured from their learners’ performance in KCSE, has remained wanting for a long time.  In order to address this challenge, the teachers’ employer, the Teachers Service Commission (TSC), adopted initiatives to manage the performance of duties of her employees. However, these measures seem to have no positive impact. This study sought to establish the influence of performance management initiatives on the performance of public secondary school teachers in Kenya. It sought to establish the influence of internal quality assurance on the performance of public secondary school teachers in Kenya. The study utilized a mixed-method research design. The study population comprised 122310 public secondary school teachers employed by the Teachers Service Commission and 295 Sub County TSC Directors who are the immediate supervisors of the teachers. Multistage sampling was used to cluster the Country into eight geographical regions administered by TSC regional directors as Primary Sampling Units (PSUs). Each region was again clustered into counties as Secondary Sampling Units (SSUs), and then each county was clustered into sub-counties as Ultimate Sampling Units (USUs), where schools were stratified into National, Extra County, County and Sub County schools where teachers were purposefully selected according to how long they had taught students up to form four per subject and a sub-county director from each sub-county selected.  Slovin’s formula was used to select 399 respondents from teachers and TSC sub-county directors. Self-administered questionnaires were used to collect primary data from teachers, and interview schedules were done for principals and sub-county directors. Collected data was analyzed using SPSS, and descriptive, inferential, and regression statistical techniques were used. Frequencies, Means and Standard Deviations presented the descriptive data, while inferential statistical tests were presented using Pearson Product Moment Correlational Coefficient and regression analyses. Null hypotheses were tested using the Pearson Product Moment Correlational Coefficient.  The hypotheses’ results indicated that there was a weak significant relationship between internal quality assurance and the performance of public secondary school teachers in Kenya. It was recommended that the TSC should sponsor field officers to monitor and strengthen quality assurance in schools.