Teachers’ Perception and Implementation of Peer Teacher Evaluation in Kenyan Schools
Wilfrida Arnodah Itolondo

Abstract
This paper analysed the extent to which Peer Teacher Evaluation (PTE) has been institutionalized, the role of the Directorate of Quality Assurance in Education (DQUASE) in PTE and teachers’ perceptions of the purpose of PTE in Kenyan schools. This study involved 10 Kenyan secondary schools from three districts of Western Province of Kenya. Four (40%) provincial schools, five (50%) district schools and one (10%) private school were chosen using a descriptive survey design. Data was collected from school head teachers, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide. The findings revealed that all schools that practised PTE fulfilled most of the characteristics of an effective teacher evaluation practice such as: frequent observation of teachers; the use of individual teacher observation guide; holding of post-teacher evaluation conferences; programming of the PTE; storage facilities for utilized observation schedules and administrative support.

Full Text: PDF