School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Similar to School effectiveness-and-improvement-contribution-of-teacher-qualification-to-student-examination-scores (20)
Buyer supplier development is important to organizations in management of contracts by minimizing operation costs in order to increase firm performance. However, the increasing number of complaints regarding failed attempts to deliver goods and services at the right time has made it impossible for some governmental projects to be completed at the stipulated time. Therefore, the study sought to assess the effect of supplier buyer development on performance of contract management unit in Uasin Gishu County Government.
The ways in which drama is used today may differ in a number of respects from the ways it has been used in the past. This study was designed to investigate the influence of instructional drama on the development of ECDE learners in Elgeyo Marakwet County. The study was guided by Piaget’s Cognitive development theory and utilized a cross-sectional descriptive survey research design.
An assessment-of-the-gender-in-general-and-trousers-for-women-in-particularoircjournals
The Bible is the standard for Christianity yet the scriptures do not seem to give a normative direction in matters of dressing in general and women’s attire in particular. The main objective of this paper was to examine the Biblical teaching on dressing in general, and for women in particular. The literature review was carried out using themes drawn from the objective. The study was guided by the liberal feminism theory. This theory was used to establish if there were individual rights and equal opportunities as a basis for social justice and reform in Church.
Influence of budgetary allocation on performance of youth group project in th...oircjournals
The need to empower youth for a better tomorrow is connected both, to the financial elevation as well as increment of the standard of living. Therefore, the study sought to establish the influence of budgetary allocation on performance of youth group project in the county government of Uasin Gishu. The study was guided by budget theory. The study employed the use of survey design in order to accomplish the research objectives. The accessible population for the study was 375 representatives of different youth groups and 65 officials of devolved fund initiative in Uasin Gishu County. Sample size was computed using the Fishers formula. Proportionate sampling was applied to select respondents. The researcher employed the use of questionnaire and interview schedule to collect data from participants. This study used descriptive statistics and inferential statistics. Descriptive statistics were done using frequency percentages, means and standard deviation of each variable. The coefficient of variation were used where data were skewed. Correlation and regression were used to show the relationship between the dependent variable and the whole group of independent variables. The results of the study were presented using Tables and figures. The study found that budgetary allocation has a positive and a significant influence on performance of youth group project in the county government of Uasin Gishu (β1=0.154, p<0.05). The study concluded that the amount disbursed to youths is equally distributed and done in time. Funds disbursements are based on projects types and the youth can compete competitively by accessing enough amount of money to finance their businesses. The study recommends that the training programs on entrepreneurship should be enhanced and be made compulsory before the group is funded. This will ensure that the youth will be able to make the right decision on investments as well as on proper accounting of their financial resources.
Land use-cover-trends-climate-variability-nexus-in-the-njoro-river-catchmentoircjournals
Anthropogenic activities have consequences on the land use/cover trends in the watershed and subsequently on the hydrological characteristics of rivers through intertwine of climate variability. The interplay between land use changes and climate variability are seen as contributory causes of catchment degradation in Kenya. The land use/cover changes increase impervious ground surfaces, decrease infiltration rate and increase runoff rate thereby affecting the hydrological characteristics of rivers. This study considers the interactions between climate variability and land use/cover changes in the river Njoro catchment in Kenya. The River Njoro drains into the lake Nakuru basin one of the Great Rift Valley Lakes in Kenya. The objectives of the study were: To evaluate the land-use and land cover patterns and changes in Njoro River catchment between 1996 and 2016, analyze the temperature and rainfall variations between 1996 and 2016 and compare the land use/cover changes with the variation in the rainfall and temperature. Landsat images and secondary data on water quality parameters were used in this study. The study showed that there was significant variation in rainfall and temperature trends in the Njoro river catchment and therefore the dynamics of land use/land cover in the river Njoro would be more attributed to anthropogenic activities than climate variability.
Educational achievement is a significant indicator of children’s wellbeing and future life opportunities. It can predict growth potential and economic viability of a country. While this is an ideal situation for all children, the case may be different for orphans and vulnerable children (OVC) due to the psychosocial challenges they go through on a daily basis. It is even worse for children attending public primary schools in Kenya. This paper aims to advance a debate on the relationship between psychosocial support and educational support provided for OVC through a critical engagement on the challenges experienced and the intervention measures to be taken in Kenyan public primary schools context. The study is based on the critical review of related literature materials. Findings suggest that, although the Kenyan government has put mechanisms in place to support OVC attain basic education, numerous challenges are found to be hindering some OVC from attaining quality education. Based on the findings, the paper recommends that there is need for various interventions to address psychosocial needs of orphans and children attending primary schools.
This rapid assessment examines the literature on social protection to determine the gender considerations made in social protection research and the gendered areas of future research in the field. This review was conducted between May and August 2018. Electronic databases were searched to identify records that were published in English between the period of 2008 and 2018. Studies were eligible for inclusion if they were empirical and had both the search terms ‘social’ and ‘protection’ or their various combinations, appearing in the titles of the articles. Grey literature, reports and other non-academic writings were excluded as only empirical studies were eligible. Twelve studies were reviewed and synthesised. The results of this study show that social protection research makes gender considerations and most of the social protection interventions were protective, preventive or promotive measures. Future studies should therefore explore transformative social protection with respect to gender equality and partly because gendered social protection is poorly developed. This rapid review also affirms that despite criticisms, social protection continues to be valuable in addressing poverty and inequalities. However, against this backdrop it is worth noting that social protection is not a panacea and its gender considerations are necessary only to the extent that they do not exacerbate inequalities.
Evidence of gender inequality and bias is all around us. Workplace prejudice has been found to affect workers’ salaries and career progression. Fighting gender stereotypes and prejudice by employers makes good business sense and in many countries, it's a legal obligation. This study aimed at investigating three factors believed to influence gender equality at the workplace. These included culture, distribution of resources and interpersonal relations. Five select medium sized public and private sector organizations based in Meru County were investigated. Each select organization employed over 100 workers .A total of 102 ordinary workers were randomly selected to participate in the study. Interviews and questionnaires were used as the main data collection tools. The study observed that women are more discriminated at the workplace. Culture plays a key role in perpetuating gender imbalance at the workplace due to men being dominant while women have been subordinate in the society. Further, outdated beliefs and separate gender roles have been responsible for holding women back. On distribution of resources, women were found to be under-represented in major decision making organs in the organization and suffered unequal access to economic resources .However cases of pay based on gender were negligible. Regarding interpersonal relations, the study observed that cases of sexual harassment play a key role in advancing gender inequality. The study noted that gender inequality at the workplace was responsible for cases of hostile working atmosphere, worker conflicts, harassment of subordinates by superiors, low productivity and slow growth of the organization. Various solutions to gender discrimination were recommended by the study. These include enforcing affirmative action in areas where there exists high discrimination against one gender. Individual organizations should invest in education, sensitization and mentorship programs to champion gender equality. Further, the government should enact more laws to prohibit gender discrimination practices. Organizations need to develop internal policies that punish offenders of gender discrimination and enforce a policy of equal-pay-for –equal work.
The fourth schedule of the Kenyan constitution (2010) places Pre-Primary education and child care facilities under the County government. To effectively execute this role, County governments in Kenya need to put in place appropriate policy frame-work to govern this programme of education. The purpose of this study was to investigate the utilization of media resources policy that affect management of public ECDE centers in Elgeyo-Marakwet County. A descriptive survey research design was adopted and the systems theory guided this study. The study targeted 573 head-teachers, 1146 ECDE teachers and 5 ECDE officials in the county. Random sampling was used to select 521 respondents of whom, 172 were head teachers, 344 were ECDE teachers and all the 5 ECDE officials were purposely sampled. The data was collected using questionnaires, interview schedule and observation checklist. The data was analyzed using descriptive and inferential statistics and the findings presented using frequency tables. The study found that infrastructure in the ECDE centers are of low quality and needs concerted efforts between the County Government and the National Government to improve the learning facilities as well as the physical facilities in the ECDE centers. The study established that there was a significant relationship between utilization of infrastructure, teaching and learning resources policy and the management of public ECDE centers in Elgeyo-Marakwet County ( 푥2=768.807, df=81 and sig=0.000). There should also be deliberate efforts to ensure that all ECDE centers have facilities which can be used by children with special needs or disabilities. The learning compound should be made secure for the leaners and the teachers by constructing fences around the facilities. The county government in collaboration with the national government should avail more physical infrastructure, operationalize the school feeding program in all ECDE centers.
Contract management practice is a vital aspect in any organization that intends to gain a competitive advantage and value for money. In public organizations, every year a major portion of budget allocation is given for procurement of goods and services for various kinds of projects to be done. The study focused on the effect of monitoring intensity on procurement performance of public organizations in Elgeyo Marakwet County. The study was guided by relational contract theory and principal-agent theory. It adopted a descriptive study design utilizing questionnaires as the primary data collection tool. The staff from finance and procurement departments in the County government formed the study’s unit of analysis. The sample for the study was procurement officers and finance officers. It also adopted census sampling on all the target respondents. A pilot study was done in Uasin Gishu County Government. The computer programme Statistical Package for Social Sciences (SPSS) version 22.0 aided in data analysis. Data was analyzed using Quantitative data analysis with both descriptive and inferential statistics. Descriptive statistics like frequencies, percentages, means and cross tabulation will be used while multiple regressions will be used to test the hypothesis. Presentation of finding done using questionnaires which was coded, organized, analyzed and presented using frequency tables, and percentages. The study found that the organization was able to practice monitoring intensity with the view to enhance procurement performance. The results established a positive but weak correlation between the variables (P= 0.288, r=.057). The strength of association was weak. The study concluded that monitoring intensity was a factor that influences procurement performance in organizations. However it was noted that other factors were needed to support this practice. It was recommended that contractors should be allocated with the right amount of resources to complete the projects assigned to them.
The influence-of-monitoring-and-evaluation-on-water-project-performance-in-mi...oircjournals
In a 2010 study by World Bank, it was evidenced that people lack proper services because systems fail, often because not enough resources are invested to appropriately build and maintain them, and also because of the stress that the fast growing population places on the existing infrastructure. According to Migori county report card in 2016, it was established that there was lack of continuity in water projects commenced and that construction of water projects does not help if they fail after a short time. This study analyzed the influence of community participation on water project performance in Migori County. The study specifically; examined influence of communication, management skill, technology and monitoring and evaluation on water project performance. The conceptualization of the study was guided by Resource dependence, the theory of Change, System theory and the Theory of Constraints. The study applied descriptive approach through survey design. The target population comprised of 228 stakeholders and water service company staffs working on water project in Migori County. The sample size of the study was 145 respondents arrived at using a 1967 Taro Yamane’s formula of sample size determination. Data analysis was done by descriptive statistics. The study revealed that monitoring and evaluation is statistically significant influence on water project performance (β=0.152, p<0.05). The study concluded that project managers have adequate and experience in project management. Projects have clear documentation and the company has project progress reports. The study recommends that county government should empower project managers at County levels to improve planning and implementation towards the goal of sustaining water projects benefits, Non-Governmental Organizations to evaluate the performance and sustainability of water projects vis a vis the community participation at all stages of the project cycle.
Stakeholder analysis is component in a project design and implementation central to achievement of the goals and objectives for which projects are carried out. This study aimed at establishing the effect of stakeholder analysis on performance of road construction projects in Elgeyo Marakwet County. The study was anchored on Stakeholder Theory. The study population comprised of 19338 individuals who included employees of the county working within the road sector, personnel within various road construction agencies, contractors and community beneficiaries of the project. Stratified random sampling was then used to group individuals into two homogenous groups, one working directly with the project and the other of beneficiaries. Proportionate random sampling technique was then employed to sample 103 respondents in the first group who included Managers (4), County government employees (29), KURA (6), KenHA (6), KERRA (13) and Contractors (45). Simple random sampling was adopted to select 377 respondents from the community. Data collection instruments were self-administered questionnaires for personnel working directly with the project. On the other hand research assistants facilitated focused group discussions to get views from the community stakeholders. Both descriptive and inferential statistics informed the data analysis and presentation. Descriptive statistics included; percentages, means, standard and deviation. Inferential statistics was Analysis of Variance (ANOVA) and multiple ordinal regression equation analysis. Statistical package for Social Sciences (SPSS 23.0) software helped in data analysis. The study found out that stakeholder analysis had significant effect on performance of road construction projects (β3=0.203, P <0.05) on performance of road construction projects in Elgeyo Marakwet. The study recommends county Government should develop blueprints to guide road contractors in road project activities. Hence establish a favourable environment for implementations of road projects.
Contract management practice is a vital aspect in any organization that intends to gain a competitive advantage and value for money. In public organizations, every year a major portion of budget allocation is given for procurement of goods and services for various kinds of projects to be done. The study focused on the effect of monitoring intensity on procurement performance of public organizations in Elgeyo Marakwet County. The study was guided by relational contract theory and principal-agent theory. It adopted a descriptive study design utilizing questionnaires as the primary data collection tool. The staff from finance and procurement departments in the County government formed the study’s unit of analysis. The sample for the study was procurement officers and finance officers. It also adopted census sampling on all the target respondents. A pilot study was done in Uasin Gishu County Government. The computer programme Statistical Package for Social Sciences (SPSS) version 22.0 aided in data analysis. Data was analyzed using Quantitative data analysis with both descriptive and inferential statistics. Descriptive statistics like frequencies, percentages, means and cross tabulation will be used while multiple regressions will be used to test the hypothesis. Presentation of finding done using questionnaires which was coded, organized, analyzed and presented using frequency tables, and percentages. The study found that the organization was able to practice monitoring intensity with the view to enhance procurement performance. The results established a positive but weak correlation between the variables (P= 0.288, r=.057). The strength of association was weak. The study concluded that monitoring intensity was a factor that influences procurement performance in organizations. However it was noted that other factors were needed to support this practice. It was recommended that contractors should be allocated with the right amount of resources to complete the projects assigned to them.
Building information-modeling-and-construction-projects-performance-the-effec...oircjournals
In most of the construction projects, there is always an element of running into delays in project completion time, costs overruns from variations and associated time overruns, lack of satisfying client requirements, clashes on site during construction – just to mention a few. Building Information Modelling (BIM) is being used to solve most of these challenges that pose such risks to a project. The study looked the effect of scheduling on performance of project constructions in Uasin Gishu County. The study targeted a population of 197 respondents who constitute of Technical staff and Non - technical staff. The study used census research design. Questionnaires were used to collect information from respondents. In order to ascertain reliability of the research instruments, the researcher piloted the instruments by distributing 30 questionnaires to respondents from Uasin Gishu County Government selected randomly from the various sections, which were not be part of the county to be sampled for this study. Descriptive statistics was used to analyse the data. Descriptive statistics included frequency, percentages, means, standard deviation and frequency distribution. Inferential statistics used was correlation and linear regression. The study found out that there was a significant and positive effect of project scheduling on construction projects performance Uasin Gishu County Government (β=0.198; p<0.05). The study concluded that proper project scheduling leads to an increased project performance risk management plays an important role in project management because without it project managers cannot define their objectives for future and project monitoring plays a vital role in project manager’s decision making processes since it helps project managers and their teams to foresee potential risks and obstacles that if left unaddressed could derail the project. The study recommends that the County Government should continue with good practices of ensuring resources are allocated with good practices of ensuring resources are allocated to projects from interception until closure.
Irrigation projects are among vital income generating activities as they enhance food security, create employment opportunities, improve nutritional status of a nation and result to good health in the society. Poor performance of the existing public irrigation schemes is an emerging issue of concern since it slows the irrigation transition process. The purpose of this study was to examine the influence of stakeholder communication on performance of Kabonon-Kapkamak irrigation project. The study utilized stakeholder theory. The study employed a descriptive survey research design targeting all employees of irrigation projects in Kenya. Accessible population of 301was subjected to stratified random sampling to obtain a sample size of 185 respondents which are project manager 1, farmers 165, Ministry of Agriculture officials 5 and National Irrigation Board Representatives 14. Primary data was collected using a questionnaire and interview schedule. Pilot study was done to test validity and reliability of research instrument at Perkerra irrigation scheme in Baringo County. Content validity was used as a validity test while reliability was tested using Cronbach’s alpha coefficient. Data collected was analyzed using descriptive and inferential statistics.A multiple regression model was used to measure independent variables against the dependent variable. The study found out that stakeholder communication (β1=0.257; p<0.05 positively and significantly influence irrigation project performance. The findings of this study are expected to provide a basis for formulating irrigation project implementation policies by the government and management practices by other institutions. The academic community will benefit from the results of the study as it will serve as a reference point on empirical data pertaining to stakeholder involvement and also to identify areas for further study. In addition, the study findings are expected to guide Non-governmental organizations (NGOs) wishing to implement stakeholder involvement strategy in enhancing performance of irrigation projects.
Majority of SMEs collapse because they operate in business environment which is highly turbulent characterized by external factors as well as internal business factors. The study therefore sought to establish the effect of effect of product creation strategy on performance of small and medium enterprises in Eldoret town. The study was guided by Balanced Scorecard Theory. This study adopted descriptive research design. The target population of the study was 2,391 registered SMEs according to Uasin Gishu County government records and accessible population was 1764 respondents. The sample size for the respondents was therefore be 315. The study used questionnaires as the main tool for collecting data. The data collected was analyzed by using the excel program and Statistical Package for Social Science (SPSS) version 23. Data was analyzed using descriptive statistics such as mean, frequencies, percentages and standard derivation and inferential statistics which include correlation and multiple regressions. Data was presented by use of frequency tables, charts and graphs. The study findings a positive and significant effect of product creation strategy on small and medium enterprises in Eldoret Town (β=0.476, p<0.05). The study will be of benefit to management of medium enterprises and other organizations in understanding the challenges they would encounter when implementing various strategies and be able to come up with better ways of dealing with these challenges so as to be successful in their strategies. The study would be of importance to future researchers and scholars since it would be a source of material for their research and would also help them in identifying the research gaps they need to fill.
Sugarcane Company’s performance has remained to be one of the challenging facts in the growing companies in Kenya today. The delays in harvesting operations are attributed to uncoordinated and unpredictable harvesting and transport schedules; and inefficiencies in mill operations. Therefore, the main aim of the study is to determine the influence of Sustainability Management Systems CSR on firm performance of selected sugarcane companies in Kenya. The study is guided by Corporate Social Performance Theory. This study used ex- post facto research design. Ex- post facto research design determines and reports the way things are. The target population was 528 employees. This study therefore sampled 228 respondents. Purposive sampling technique was used to select 10 managers, 24 supervisors, 38 accountants and 156 clerks from the 7 sugarcane companies because they have specific information concerning the effects of corporate social responsibility practice on firm performance of selected sugarcane companies in Kenya. Pilot study was done in order to test for validity and reliability of the research tools. The pilot study was done in Trans-Mara Sugar Company found in rift Valley region of Kenya. For inferential statistics, correlation and multiple regression was used for comparative analysis between frequencies of corporate social responsibility practice on firm performance. The study findings indicated that sustainability management systems have an effect on firm performance. The government will use this study in establishing policies that would ensure improvement in firm performance of sugarcane processing firms among other firms in Kenya. The study recommends that the companies should encourage sustainability management systems since sustainable management systems is an important mechanism for improving corporate sustainability performance. It can generate business value through measurement and management of sustainability risks and opportunities. The study recommends further researchers to study on corporate social responsibility strategy and financial performance of firms in Kenya which the study didn’t cover.
There has been growing concerns about the fact that African media has failed to commit itself to ensuring that the gender question becomes a standard of measure for press freedom and access to information on the continent. The use of the female body as a mere decoration or as an attention-getting device diminishes women's self-esteem and ignores other aspects of women's personality, their human potential and contributions to economic empowerment for development. Women are underrepresented in political, social and economic reporting; this results in limiting the freedom of expression caused by self-censorship by a male dominated industry. It is a cause of concern on the portrayal of women in household-related roles, mostly in advertisements for household products, particularly because of the repetitiousness of the housewife image. The media does not fully recognize the dynamism that women display in the economic, cultural and social lives of their communities through their associations and informal networks channeled into creating new models of participation and leadership. This paper therefore explores the need for positive women access and use of the media for economic empowerment in Africa; it examines the challenges facing the portrayal of women in the media and makes recommendations on how increase women's representation in decision-making structures in media houses and develop structures and frameworks for gender mainstreaming based on laws and policies for sustained economic empowerment of women. This paper explores secondary data from text books, and journals to conclude that, without meaningful commitment in the form of policy changes and the provision of resources to address women conditions and involvement in the media representation; Africa cannot hope to see a breakthrough in its development and renewal. It recommends that, greater awareness and supportive environment needs to be enhanced by the media for women to be more self-reflective and have a greater awareness of their own weaknesses, challenges, strengths and opportunities. Women should be exposed to more in-depth training and development to gain not only knowledge and skills but also wisdom in order to be authentic leaders with integrity. Also, there should be is an urgent need to increase the knowledge and ability of mass media professionals to create more awareness on gender issues.
With banks being the major avenue that the CBK relies on to execute monetary policy, the paper
sought to investigate whether commercial banks are actually responsive to monetary policy.
The study used an Error Correctional Model to estimate a relationship where lending rates were
treated as the dependent variable while the independent variables were monetary policy,
specifically CBR. The model was also expanded to include additional independent variables
specifically monetary policy transmission channels. These include the credit channel which is
represented by credit to the private sector, exchange rate channel represented as nominal
exchange rate and asset price channel. For consistency, inflation and economic growth were
included in the model because these are the targets of monetary policy.The study findings
showed that there was a long run relationship between lending rates and Central Bank Rate,
Exchange Rates, Asset Price, Credit to the Private Sector, Economic growth and Inflation Rates.
The results also indicated that CBRand Inflation cause lending rates to increase in the short run
while credit to the private sector causes lending rates to decrease in the short run. A statistically
significant relationship was also established between lending rates and CBR, credit to the
private sector. The study concludes that commercial banks’ lending rates are indeed positively
responsive to CBR and that in order to spur economic growth; commercial banks’ lending rates
should be stabilized by streamlining the economic environment in which commercial banks
operate, therefore ensuring stable rates of borrowing.
This study aims to find the efficiency of selected Kenyan sample commercial banks. As the
banking industry is the main sector that contributes significantly to the development of the
national economy and hence the efficiency of commercial banks gains significantly. The analysis
of the study, using intermediation approach, reveals the efficiency of Kenyan commercial
banks. However, the efficiency of sample banks showed inefficiency in some areas during the
study period. But small banks showed better efficiency scores during the study period.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Africa International Journal of Management Education and
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School Effectiveness and Improvement;
Contribution of Teacher Qualification to Student
Performance. A Case of Selected Secondary
Schools in Nyanza Province, Kenya
1Dr. Anyang Nicodemus Ojuma 2Prof. Kindiki H. Jonah 2Prof. Boit M. John
1
Ph.D School of Education Moi University 2
Lecturer Dept. of Education Management and Policy, Moi
University
Abstract
School examination results the world over are
arguably the most important measure of
perceived success or failure of a candidate. It
has been pointed out by the Nyanza Provincial
Education Board that the province’s
performance in examinations and the quality
of education in general is unsatisfactory and
inadequate. The paper sought to determine the
contribution of teacher qualification to
students’ scores. The study adopted the Theory
of Organisational Climate which defines
organisational climate as the human
environment within which an organization’s employees do their work. A case study and survey design was used.
Purposive sampling was used to identify the four schools under study and form three students. Simple random
sampling was used to select the respondents of the study. Data was analyzed using both qualitative and quantitative
using descriptive statistics in particular percentages and means. The study found that teachers’ qualifications affect
teaching ability while knowledge of teachers’ subject was among the major teacher factors contributing to students’
academic achievements.
Background of the Study
Teacher qualification is deemed to improve student
examination scores which contributes to the concept
of school effectiveness and improvement. School
effectiveness is therefore broader than just simple raw
examination scores. Scheerens (2000) argues that it is
common sense that an effective school is roughly the
same as a good school. And on the basis of this notion,
a more precise definition of school effectiveness has
been developed in empirical research studies.
Sheerness (Ibid) defines school effectiveness as the
performance of the organisational unit called school.
The performance of the school can be expressed as an
output of the school which in turn is measured in terms
of the average achievement of the pupils at the end of
a period of formal schooling.
School effectiveness can further be viewed in terms of
the outcomes obtained by students in terms of
academic attainment, delinquency, attendance and
behaviour. This is almost always captured in each
school’s goals and objectives dictated by societal
values. The question of school effectiveness is
interesting because it is well known that schools differ
in performance. But how much do they differ? Or
more precisely how much do schools differ when they
are more or less equal in pupils’ innate abilities and
socio-economic background? In a nutshell, school
effectiveness is seen as the degree to which schools
achieve goals which are derived from the national
goals of education in comparison with other schools
that are ‘equalized’ in terms of student intake through
ARTICLE INFO
Received 20th
April, 2019
Received in Revised Form 4th
May, 2019
Accepted 7th
March, 2019
Published online 8th
May, 2019
Keywords: Effectiveness, Improvement, Teacher Qualification,
Examination Scores
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manipulation of certain conditions by the school itself
or the immediate school context.
Pennycuick D. (1998) observes that much teacher
effectiveness research appears to be inconclusive. In a
recent example from Thailand conducted by
Nitsaisook and Postlethwaite (1986) it was found that
the larger context of the school in general is important
as well as how the students perceive the task,
orientation and structuring of teachers. The study
observes that the field of teaching effectiveness is yet
to arrive at a point where it knows exactly what makes
a teacher effective, the study however found that those
teachers that are task oriented and have been trained
deal quickly with procedural and discipline problems
in the classroom and to apply certain questioning
techniques in large classes are successful.
In contrast, Lockheed & Verspoor (1991) argue for
shortening teacher training courses, and emphasise in
service courses. It is argued (Ibid) that a key
determinant of student achievement is the quality of
teaching. An effective teacher they argue should
possess at least a thorough knowledge of the subject
matter being taught, an appropriate repertoire of
pedagogical skills, and motivation.
Heyneman and Loxley (1983) who carried out a total
of 29 studies on school effectiveness in developing
and developed countries found that in low income
countries, the effect of school and teacher quality on
academic achievement in primary school is
comparatively greater than on children from well to do
backgrounds, the conclusions drawn from the findings
of these studies are that the pre-dominant influence on
student leaving is the quality of the schools and the
teachers of which the children are exposed.
Fuller (1987) after considering more than fifty
empirical studies in his reviews suggested that the
school institution exerts a greater influence on
achievement within developing countries compared to
industrialised nations after accounting for the effect of
pupil background.
Lolwana (Ibid) agrees with Hayes (2006) that teachers
and their pedagogies of all school factors make a
difference in terms of intellectual outcomes, possibly
including the improvement of students’ scores.
Lolwana (Ibid) further argues that cognitive skills do
not happen in a vacuum or through osmosis; they are
formed not only through a well formed curriculum
system but also taught by capable teachers. The study
interestingly does not clearly articulate the critical
concept Harris and Sass (2006) refer to as tracking
down individual students and their teachers over time
in order to measure teacher quality and school
effectiveness.
Methodology
The study adopted a cross sectional survey research
design. The basic idea behind survey methodology is
to measure variables and examine relationships among
variables. It involves asking the subjects questions as
they respond at a given time. The design enables the
researcher to gather information at a single point in
time (Busha et al., 1980). The respondents of this
study who were form three students and teachers of the
selected four top provincial secondary schools in
Nyanza province respond to questions which sought to
capture their views and perception about their schools.
This study adopted a mixed method approach which
Creswell (2003) observes that a researcher tends to
base knowledge claim on pragmatic grounds. It
employs strategies of inquiry that involve collecting
data either simultaneously or sequentially in order to
best understand the research problem. The data
collected was both qualitative and quantitative.
The need to combine quantitative and qualitative
approaches in the study of school and teacher
effectiveness may seem self-evident. Velzen et al.
(1985) observes that school improvement generates its
knowledge differently from effectiveness research:
Effectiveness research deals with characteristics of a
measurable nature which are mostly correlates in
statistical overviews. Improvement focuses on
processes and tries to describe them in case stories.
This justified the use of both qualitative and
quantitative approaches in this study. Furthermore,
the survey design that this study has adopted by nature
lends itself to utilising mixed methods approach.
Fowler (1993), Observes that the term survey refers to
one, or some combination of two procedures,
questionnaires and interviews. The study therefore,
used closed ended and open ended questionnaires as
well as interviews to measure all objectives except
objective two. Closed ended and open ended
questionnaires are associated to qualitative and
quantitative approaches respectively.
This study adopted a sampling procedure that is
analogous to purposive sampling. Feagin et al. (Ibid)
argue that selecting cases must be done in order to
maximise what can be learnt in the period of time
available for the study.
This study selected four high ranked or top provincial
secondary schools in Nyanza in K.C.S.E., 2008. The
schools had been grouped into three: top, medium and
bottom. Top schools were schools that were ranked
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high in K.C.S.E. 2008 i.e. scored 7.500 and above (out
of the possible twelve points) in 2008 K.C.S.E. There
are thirty four schools in this category. Medium
schools were schools ranked average i.e. schools that
scored 5.000-7.499 in 2008 K.C.S.E. Bottom schools
were schools ranked low i.e. those that scored mean
score of 4.999 and below in 2008 K.C.S.E.
The schools were also selected in such a way that they
bear similar background and characteristics for
instance, date of establishment, spiritual sponsorship,
size of intake, characteristics of students’ entry mark,
students’ sex. The four schools (25percent) were
purposively selected out of the sixteen (16) provincial
schools ranked 5top (above 7,500 mean score in 2008
KCSE examination) as shown in the table Number and
below:
Gay (2006) proposed that the sample of 10-30 percent
is sufficient to be used as representative of the
population. A sample size of 18% was selected from
the form three class of 2009 for questionnaire and
another 18% for interview. The sample size of 18%
which is above mid the range was considered large
enough to be representative given the largeness of the
class and for manageability of data. For teachers a
sample size of 32% was drawn from the teaching staff
of each of the four schools under study. The teaching
staff is relatively smaller and a higher percentage of
the sample was considered representative enough and
to take care of a possible non-response rate which in
the case of the study was minimal.
Data Analysis
Data analysis was both qualitative and quantitative. In
quantitative data, the researcher used descriptive
research analysis techniques which included
frequency, percentages, means and graphs. This study
employed these statistical techniques which
Olatukunho (2004) describes as the most suitable for
analysis of descriptive research data. Descriptive
statistics were suitable for use in this study owing to
the fact that case study and survey designs generate
quantitative data that is analysed by percentages,
means, pie-charts and bar-graphs. In addition, Likert
scale rating on a five or six point rating.
Interpretations were mainly based on mean and
standard deviation
Results and Discussion
The objective of this paper was to determine the
relationships between teachers’ qualification and to
students’ examination scores. The objective was
measured by asking respondents to state whether they
perceive that teachers’ qualifications affect their
teaching ability. The objectives also looked at the role
of teachers in the learning process. This objective
further asked student respondents to rate their
teachers’ abilities and also established the highest
qualifications that teachers had.
When respondents were asked to state whether
academic qualification of teachers affects their ability
to teach effectively, it was established that majority of
the respondents agreed with the statement. Table 1
below contains a summary of findings from four
selected schools.
Students’ Responses
When respondent were asked to state whether in their
perception academic qualifications of teachers affect
their ability to teach effectively, it was established that
majority of the respondents agreed with the statement,
Table 1 below contains the summary of findings for
four schools.
Table 1: Whether Teachers' Academic Qualifications Affects their Ability to Teach the Subjects well
Whether Teachers' Academic
Qualifications Affects their
Ability to Teach the Subjects
well
Ng’iya Girls Kisumu Boys Kisumu Girls St. Mary’s Yala
Frequ
ency
% Frequ
ency
% Frequ
ency
% Frequ
ency
%
Yes 23 71.9 29 61.7 28 71.8 25 83.3
No 6 18.8 16 34.0 9 23.1 4 13.3
Don’t Know 3 9.3 2 4.3 2 5.1 1 3.3
Total 32 100 47 100 39 100 30 100
Source: survey data, 2010
From table 1 above, it is evident that 23 (71.9%) of the
respondents in Ng’iya agreed that teachers’ academic
qualifications affects their teaching ability, 6 (18.8%)
disagreed with this statement while 3 (9.3%) said that
they did not know. On the other hand, in Kisumu Boys,
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findings revealed that 29 (61.7%) of the respondents
as it was with Ng’iya Girls, agreed that teachers’
academic qualifications affects their teaching ability,
16 (34%) did not agree with teachers’ qualifications as
being the determinant to effecting teaching while 2
(4.3%) said that they don’t know.
In addition, findings from Kisumu Girls High revealed
that 28 (71.8%) of the respondents agreed that
teachers’ academic qualifications affect their teaching
ability, 9 (23.1%) did not agree with statement while 2
(5.1%) did not know. Furthermore, findings from St.
Mary’s Yala showed that 25 (83.3%) of the
respondents agreed with the statement ‘teachers’
academic qualifications affect their ability to teach
effectively’, 13.3% (4) denied the statement while 1
(3.3%) do not know about the relationship between
teacher qualification and academic achievement.
In conclusion, from the above students’ findings,
majority of the respondents from all the four selected
schools agreed that teachers’ qualifications affect their
teaching ability. According to them, the more qualified
a teacher is, the more knowledge s/he posses and
therefore, the higher the ability in teaching. In an
interview with one student who was a key informant
to the study in relation to the relationship between
teachers’ academic qualifications and teaching ability
said:
‘according to me, there is no
relationship between academic
qualifications and teaching ability
because teaching is an art whereby
some people are talented in
teaching and even if s/he is not well
qualified, students will still pass
their exams while we have those
teachers who are qualified but
cannot be able to express the
contents well before students’.
However, other respondents argued that a well-trained
and qualified teacher understands and delivers the
curriculum in a better form than unqualified teacher.
From teacher’s interview schedule, where a question
of whether teachers’ qualification affects students’
achievement, it was established that answers given
were ‘No’. Instead, they said that teacher’s
commitment and attitude as well as dedication are the
one that matters in the realm of academic
achievements. Furthermore, cooperation and hard
work from students as well as individual commitment
counts in the academic achievement in national
examination.
Students’ Rating of Teachers in Various Aspects
Teachers play a very important role in ensuring that
students get good performance in their final
examinations. As a result, teachers need to be all round
in all aspects in order to enable students bear fruits in
their academic endeavours. Following this premise,
students (respondents) from the four selected schools
were asked to rate their teachers in various aspects in
the school. Likert scale was used for answering (1 =
Very Poor, 2 = Poor, 3 = Fair, 4 = Good, 5 = Very
Good, 6 = Excellent). Thus, this question was analyzed
by using the mean to identify the rank of each attribute.
This is as shown in the tables below.
Table 2: Rating of Teachers in Various Aspects in St. Mary’s Yala
Rating of Teachers in the following aspects Min. Max. Mean Std. Deviation Rank
Knowledge of their Subject 1 6 5.20 0.71 1
Commitment 1 6 5.07 0.94 2
Physical Presence in School 1 6 5.07 1.05 2
Lesson Preparation 1 6 4.63 1.00 4
Time Management 1 6 4.50 0.82 5
Variation of Teaching Techniques 1 6 4.27 1.05 6
Extra Assistance to Students 1 6 4.20 1.19 7
Interaction with Students 1 6 4.13 1.33 8
Handling Discipline Problems 1 6 4.07 1.48 9
Source: survey data, 2010
In relation to the rating of teachers in various aspects
in St. Mary’s Yala, knowledge of their subject was
ranked first (5.20), commitment and physical presence
in school was ranked second (5.07), lesson preparation
was ranked fourth (4.63), time management was
ranked fifth (4.50), variation of teaching techniques
was ranked sixth (4.27), extra assistance to students
was ranked seventh (4.20), interaction with students
was eighth (4.13) while handling discipline Problems
was ranked least with a mean of 4.07 from the Likert
Scale.
As a result, from the above findings, it was established
that among the various aspects related to teachers in
St. Mary’s Yala, teachers’ knowledge of their subjects
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was given the first priority since the statement was
ranked the first with a mean of 5.20 which stands for
‘Very Good’ on the Likert Scale. Teachers’ having the
knowledge of their subject is very vital because it
assists them to give the quality curriculum content to
their students. Furthermore, it was established that
statements ranked 2-5 with means of 5.07-4.50
respectively were also ranked as ‘Very Good’ from the
Likert Scale. However, statements ranked from 6-9
having means of 4.27-4.07 were rated as ‘Good’ from
the Likert Scale.
In summary, it is clear that in St. Mary’s Yala,
students rated their teacher as being capable in various
aspects named above. This therefore is a positive
indicator towards achieving good academic
performance.
Table 3: Rating of Teachers in Various Aspects in Ng’iya Girls
Rating of Teachers in the following aspects Min. Max. Mean Std. Deviation Rank
Knowledge of their Subject 1 6 5.44 0.62 1
Commitment 1 6 5.16 0.85 2
Lesson Preparation 1 6 5.13 1.01 3
Extra Assistance to Students 1 6 4.88 0.98 4
Physical Presence in School 1 6 4.75 1.16 5
Interaction with Students 1 6 4.59 1.43 6
Time Management 1 6 4.56 0.91 7
Variation of Teaching Techniques 1 6 4.44 1.29 8
Handling Discipline Problems 1 6 4.38 1.36 9
Source: survey data, 2010
In relation to the rating of teachers in various aspects
in Ng’iya Girls High, knowledge of their subject was
ranked first (5.44), commitment was ranked second
(5.16), lesson preparation was ranked third (5.13),
extra assistance to students was ranked fourth (4.88),
physical presence in school was ranked fifth (4.75),
interaction with students was ranked sixth (4.59), time
management was ranked seventh (4.4.56), variation of
teaching techniques was eighth (4.44) while handling
discipline Problems was ranked least with a mean of
4.38 from the Likert Scale.
From the above findings it is clear that respondents
rated their teachers as being ‘Very Good’ in the
knowledge of their subject, commitment, lesson
preparation, extra assistance to students, physical
presence in the school, interaction with students and
time management. This is attested by the statements
having means of 5.44-4.56 respectively which stands
for very good from the Likert Scale. On the other hand,
they rated variation of teaching techniques and
handling discipline problems as ‘Good’. This is
evidenced by the two statements having means of 4.44
and 4.38 respectively which implies to ‘Good’ from
the Likert Scale.
In summary, like in St. Mary’s Yala, respondents from
Ng’iya Girls also rated their teachers in overall as
being good in all aspects mentioned in the table above
which is a good motivation towards achieving
academic excellence in the school resulting to positive
value adding to the final results.
Table 4: Rating of Teachers in Various Aspects in Kisumu Girls
Rating of Teachers in the following aspects Min. Max. Mean Std. Dev. Rank
Commitment 1 6 5.46 0.60 1
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Knowledge of their Subject 1 6 5.44 0.60 2
Extra Assistance to Students 1 6 5.23 0.81 3
Lesson Preparation 1 6 5.03 0.93 4
Physical Presence in School 1 6 4.97 0.93 5
Time Management 1 6 4.92 0.84 6
Handling Discipline Problems 1 6 4.85 1.25 7
Variation of Teaching Techniques 1 6 4.64 1.09 8
Interaction with Students 1 6 4.59 1.19 9
Source: survey data, 2010
In relation to the rating of teachers in various aspects
in Kisumu Girls High, teacher’s commitment was
ranked first (5.46), knowledge of their subject was
ranked second (5.44), extra assistance to students was
ranked third (5.23), lesson preparation was ranked
fourth (5.03), physical presence in school was ranked
fifth (4.97), time management was ranked sixth (4.92),
handling discipline Problems was ranked seventh
(4.85), variation of teaching techniques was eighth
(4.64) while interaction with students was ranked least
with a mean of 4.59 from the Likert Scale.
As a result, findings from table 4 above clearly suggest
that respondents from Kisumu Girls High school rated
their teachers in various aspects in the school as ‘Very
Good’. This is attested by the statements being ranked
1-9 having means of 5.46-4.59 respectively which
stands for ‘Very Good’ from the Likert Scale. In
summary, the overall rating of teachers in Kisumu
Girls High school was ‘Very Good’
Table 5: Rating of Teachers in Various Aspects in Kisumu boys
Rating of teachers in following aspects Min. Max. Mean Std. Dev. Rank
Knowledge of their Subject 1 6 5.28 0.80 1
Physical Presence in School 1 6 4.89 0.91 2
Handling Discipline Problems 1 6 4.85 1.18 3
Commitment 1 6 4.81 1.01 4
Variation of Teaching Techniques 1 6 4.72 1.04 5
Lesson Preparation 1 6 4.66 0.96 6
Extra Assistance to Students 1 6 4.64 1.22 7
Interaction with Students 1 6 4.47 1.50 8
Time Management 1 6 4.17 0.94 9
Source: survey data, 2010
In relation to the rating of teachers in various aspects
in Kisumu Boys High, knowledge of their subject was
ranked first (5.28), physical presence in school was
ranked second (4.89), handling discipline Problems
was ranked third (4.85), commitment was ranked
fourth (4.81), variation of teaching techniques was
ranked fifth (4.72), lesson preparation was ranked
sixth (4.66), extra assistance to students was ranked
seventh (4.64), interaction with students was eighth
(4.47) while time management was ranked least with
a mean of 4.17 from the Likert Scale.
From the above findings in table 5, it is clear that
respondents rated their teachers as being ‘Very Good’
in the knowledge of their subject, physical presence in
the school, handling disciplinary problems,
commitment, variation of teaching techniques, lesson
preparation and extra assistance to students. This is
attested by the statements having means of 5.28-4.64
respectively which stands for very good from the
Likert Scale. On the other hand, they rated interaction
with students and time management as ‘Good’. This is
evidenced by the two statements having means of 4.47
and 4.17 respectively which implies to ‘Good’ from
the Likert Scale.
In general, in relation to the rating of teachers in
various aspects by students, it was established that all
respondents rated their teachers as being good.
However, some aspects were given more priorities
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than the other in different schools. For instance, it was
established that in St. Mary’s Yala, Ng’iya Girls and
Kisumu Boys High School, respondents rated their
teachers as being ‘Very Good’ in the knowledge of
their subject while in Kisumu girls, respondents rated
their teacher as ‘Very Good’ in terms of commitment.
As a result, teachers’ knowledge of their subject was
given priority because students’ understanding of a
particular subject largely depends on how a teacher
delivers the contents of that particular subject. Teacher
training and in-service courses helps to upgrade
teachers’ knowledge of their subjects. According to
Lockheed & Verspoor (1991), an effective teacher
should possess at least a thorough knowledge of the
subject matter being taught, an appropriate repertoire
of pedagogical skills, and motivation.
Furthermore, teachers being committed to their work
especially that of teaching motivates students to work
hard due to the perceived attitudes born from their
teachers. As a result, it enables students to improve
their academic performance. Variation of teaching
styles on the other hand, brings diversity and breaks
monotony in class. This therefore makes learning very
interesting which in turn increases the understanding
power of students towards the subject thus, becoming
motivated to work hard. It should also be noted that
preparation of lesson plans is advantageous to both
students and teachers because learning will take a
certain systematic course which will ensure that no
syllabus or content is left out. Effective student-
teacher interactions with students feeling able to
approach their teachers for assistance, creates an
enabling environment which makes them satisfy their
learning needs anytime. Consequently, not all students
are fast learners; therefore, teachers’ assistance to
weak students is very crucial as it enables students to
improve in their performance. According Vulliamy
(1987) found that in Papua New Guinea, quality of
teaching, style of school administration, extra
assistance to weak students by teachers and levels of
staff morale were factors which the study identified as
critical in determining students’ examination results.
Teachers’ Findings
Highest Academic Qualification of the Respondent
When respondents were asked to state their highest
academic qualifications, it was established that
majority of them have bachelor’s degree in education.
This information for four provincial schools is
summarized in table 6 below.
Table 6: Teacher’s Highest Academic Qualification
Teachers’ Academic
Qualifications
Ng’iya Girls Kisumu Boys Kisumu Girls St. Mary’s Yala
Freque
ncy
% Frequ
ency
% Frequ
ency
% Freque
ncy
%
Dip.Ed 3 27.3 3/11 27.3 0 00 0 00
B.Ed 6 54.5 6/11 54.5 12/14 85.7 7/11 63.6
M.Ed 1 9.1 2/11 18.2 2/14 14.3 3/11 27.3
M.Sc 1 9.1 0 00 0 00 0 00
PGDE 0 00 0 00 0 00 1/11 9.1
Total 11 100 11 100 14 100 11 100
Source: survey data, 2010
From the table 6 above, the findings from Ng’iya Girls
indicate that 6 (54.5% ) of the respondents had
bachelors’ degree in education (B.Ed), 3 (27.3%) have
diploma in education (Dip.Ed), 9.1% (1) hold master’s
in education (M.Ed) and a further 1( 9.1%) hold
masters in science.
In Kisumu Boys High, it was established that 6
(54.5%) the respondents have bachelors’ degree in
education (B.Ed), 3 (27.3%) have diploma in
education (Dip.Ed) while 2 (18.2%) of the respondents
had master’s in education (M.Ed).
In Kisumu Girls High, it was established that 12
(85.7%) the respondents have bachelors’ degree in
education (B.Ed), while 2 (14.3%) of the respondents
had master’s in education (M.Ed). it should be noted
that there were no diploma respondents in Kisumu
Girls High School.
Finally, findings from St. Mary’s Yala regarding
academic qualification of teachers show that 7
(63.6%) of the respondents as it is from other schools
under study, had bachelors’ degree in education
(B.Ed). on the other hand, 3 (27.3%) of the
respondents had master’s in education (M.Ed)
In general, it is suggested that majority of the e
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respondents are bachelor’s degree holders in
education. Teachers having graduated with degrees in
education have the ability of teaching effectively since
they have undergone a higher professional training.
However, having a master’s degree in education or
science may be regarded as an added advantage to
competencies and skills acquired during first degree
teacher training
The Role of Teachers in Learning Process as perceived
by Teachers themselves
Teachers have a magnificent role to play in the
teaching and learning process. As a result, teacher-
respondents were asked to give the role of teachers in
teaching and learning process in their respective
schools. A five point Likert scale was used for
answering (1 = Very High, 2 = High, 3 = Moderate, 4
= Low, 5 = Very Low). Minimum i,e lowest point in
the scale but assigned ‘very high’. Thus, this question
was analyzed by using the mean to identify the rank of
each attribute. This is as shown in the tables below.
Table 7: The Role of Teachers in Learning Process Kisumu boys
The role of teachers Min. Max. Mean Std. Deviation Rank
Participatory 1 5 1.73 0.79 1
Sharing Academic Leadership 1 5 2.55 1.04 3
Representative of their View 1 5 2.64 0.67 2
Source: survey data, 2010
In relation to the role of teachers in learning/teaching
process in Kisumu Boys High, participatory role was
ranked the first (1.73), sharing academic leadership
was second (2.55) while representative of their view
was least ranked with a mean of 2.64 from the Likert
scale.
As a result, from table 7 above, it was established that
teachers participatory role in learning process was
ranked first with a mean of 1.73 which implies to
‘High’ from the Likert Scale. However, other roles
(sharing academic leadership and representative of
their views) were ranked third and fourth having
means of 2.55 and 2.64 respectively which stands for
‘Moderate’ from the Likert Scale. Thus, being
participative is the major role of teachers in
learning/teaching process.
Table 8: The Role of Teachers in Learning Process Kisumu Girls
The role of teachers Min. Max. Mean Std. Deviation Rank
Participatory 1 5 1.79 0.89 1
Sharing Academic Leadership 1 5 2.50 0.68 2
Representative of their View 1 5 2.57 0.76 3
Source: survey data, 2010
In relation to the role of teachers in learning/teaching
process in Kisumu Girls High, participatory role was
ranked the first (1.79), sharing academic leadership
was second (2.50) while representative of their view
was least ranked with a mean of 2.57 from the Likert
scale.
As a result, from table 8 above, it was established that
teachers participatory role in learning process was
given first priority with a mean of 1.79 which implies
to ‘High’ from the Likert Scale. On the other hand,
sharing academic leadership and being representative
of their views were ranked second and third having
means of 2.50 and 2.57 respectively which stands for
‘Moderate’ from the Likert Scale. Thus, as it was with
the findings from Kisumu Boys, participation is the
major role played by teachers in learning and teaching
process.
Table 9: The Role of Teachers in Learning Process in Ng’iya Girls
The role of teachers Min. Max. Mean Std. Deviation Rank
Participatory 1 5 1.91 0.70 1
Representative of their View 1 5 2.27 0.65 2
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Sharing Academic Leadership 1 5 2.36 0.67 3
Source: survey data, 2010
In relation to the role of teachers in learning/teaching
process in Ng’iya Girls High, participatory role was
ranked the first (1.91), representative of their view was
second (2.27) while sharing academic leadership was
least ranked with a mean of 2.36 from the Likert scale.
As a result, from Table 9 above, findings from Ng’iya
Girls High School suggest that teachers participation
in learning and teaching process was ranked first with
a mean of 1.91 which stands for ‘High’ from the Likert
Scale. In addition, being representative of their views
and sharing academic leadership were ranked second
and third having means of 2.27 and 2.36 respectively
which stands for ‘High’ from the Likert Scale.
Table 10: The Role of Teachers in Learning Process in St. Mary’s Yala
The role of teachers Min. Max. Mean Std. Deviation Rank
Participatory 1 5 1.91 0.83 1
Representative of their View 1 5 2.73 0.79 2
Sharing Academic Leadership 1 5 2.82 0.98 3
Source: survey data, 2010
In relation to the role of teachers in learning/teaching
process in St. Mary’s Yala, participatory role was
ranked the first (1.91), representative of their view was
second (2.73) while sharing academic leadership was
least ranked with a mean of 2.82 from the Likert scale.
A close scrutiny of the above findings from St. Mary’s
Yala suggest that teachers participating in learning and
teaching process was ranked first with a mean of 1.91
which stands for ‘High’ from the Likert Scale.
However, being representative of their views and
sharing academic leadership were ranked second and
third having means of 2.73 and 2.82 respectively
which stands for ‘Moderate’ from the Likert Scale. As
a result, the main role of teachers in learning/teaching
process in St. Mary’s Yala is teacher participation.
In general, findings from the above four schools
suggests that the main role of teachers in
teaching/learning is participatory. This is where a
teacher tries to understand students’ problems by
engaging them into discussion in matters of his/her
subject. Teachers’ participation in learning/teaching
process makes the session lively and interesting thus
promoting good understanding between students and
teachers an aspect which is required by students in
order to obtain better academic performances.
Furthermore, contrary to the findings from Kisumu
Boys, Kisumu Girls High and St. Mary’s Yala, where
participatory role was ranked as high, all the three
roles played by teachers in learning and teaching
process (as mentioned in table 10 above) in Ng’iya
Girls were rated as high.
Rating Teachers in Various Aspects by themselves
As it was with students’ questionnaire, respondent
teachers were also asked to rate teachers in various
aspects in the school. Likert scale was used for
answering (1 = Very Poor, 2 = Poor, 3 = Fair, 4 =
Good, 5 = Very Good, 6 = Excellent). Thus, this
question was analyzed by using the mean to identify
the rank of each attribute. This is as shown in the tables
below.
Table 11: Rating Teachers in the following aspects in Kisumu boys
Rating Teachers in the following aspects Min. Max. Mean Std. Deviation Rank
Knowledge of their Subject 1 6 5.36 0.67 1
Interaction with Students 1 6 4.45 1.44 2
Commitment 1 6 4.45 1.29 2
Physical Presence in School 1 6 4.45 0.93 2
Extra Assistance to Students 1 6 4.27 0.90 5
Handling Discipline Problems 1 6 4.27 1.10 5
Time Management 1 6 4.00 1.18 7
Lesson Preparation 1 6 3.82 1.40 8
Variation of Teaching Techniques 1 6 3.73 1.35 9
Source: survey data, 2010
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In relation to the rating of teachers in various aspects
in Kisumu Boys High School, knowledge of their
subject was ranked first (5.36), interaction with
students, commitment and physical presence in school
were ranked second (4.45), extra assistance to students
and handling discipline Problems were ranked fifth
(4.27), time management was ranked seventh (4.00),
lesson preparation was eighth (3.82) while variation of
teaching techniques was ranked least with a mean of
3.73 from the Likert Scale.
As a result, from the above findings, it was established
that among the various aspects related to teachers in
Kisumu Boys High, teachers’ knowledge of their
subjects was given the first priority since the statement
was ranked the first with a mean of 5.36 which stands
for ‘Very Good’ on the Likert Scale. Furthermore, it
was established that statements ranked 2-9 with means
of 4.45-3.73 respectively were ranked as ‘Good’ from
the Likert Scale. As a result, respondents rated
teachers as being good in all the nine aspects named in
table 11 above.
Table 12: Rating Teachers in the following aspects in Kisumu Girls
Rating Teachers in the following
aspects
Min. Max. Mean Std. Deviation Rank
Knowledge of their Subject 1 6 5.50 0.52 1
Extra Assistance to Students 1 6 5.36 0.50 2
Physical Presence in School 1 6 5.29 1.07 3
Interaction with Students 1 6 5.14 0.77 4
Commitment 1 6 5.07 0.73 5
Handling Discipline Problems 1 6 4.79 0.70 6
Time Management 1 6 4.64 0.74 7
Lesson Preparation 1 6 4.64 0.84 7
Variation of Teaching Techniques 1 6 4.43 0.65 9
Source: Survey Data, 2010
In relation to the rating of teachers in various aspects
in Kisumu Girls High, knowledge of their subject was
ranked first (5.50), extra assistance to students was
ranked second (5.36), physical presence in school was
ranked third (5.29), interaction with students was
ranked fourth (5.14), teacher’s commitment was
ranked fifth (5.07), handling discipline Problems was
ranked sixth (4.79), lesson preparation and time
management were ranked seventh (4.64) while
variation of teaching techniques was ranked least with
a mean of 4.43 from the Likert Scale.
A close scrutiny of the findings suggests among the
various aspects, teacher’s knowledge of their subject
as very good, as it is indicated from the likert scale.
Other aspects rated as a very good include; physical
presence in school, commitment, extra assistance to
students and lesson preparation. However, interaction
with students, handling discipline problems, time
management and variation of teaching techniques by
teachers were all rated as ‘Good statements from the
Likert Scale.
Table 13: Rating Teachers in the following aspects in Ng’iya Girls
Rating Teachers in the following aspects Min. Max. Mean Std. Deviation Rank
Knowledge of their Subject 1 6 5.27 0.79 1
Physical Presence in School 1 6 4.91 0.83 2
Commitment 1 6 4.82 0.60 3
Extra Assistance to Students 1 6 4.64 0.92 4
Lesson Preparation 1 6 4.55 0.93 5
Interaction with Students 1 6 4.36 0.67 6
Handling Discipline Problems 1 6 4.27 0.65 7
Time Management 1 6 4.18 0.75 8
Variation of Teaching Techniques 1 6 4.18 0.60 8
Source: Survey Data, 2010
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In relation to the rating of teachers in various aspects
according to the respondents from Ng’iya Girls,
knowledge of their subject was ranked first (5.27),
physical presence in school was ranked second (4.91),
commitment was ranked third (4.82), extra assistance
to students was ranked fourth (4.64), lesson
preparation was ranked fifth (4.55), interaction with
students was ranked sixth (4.36), handling discipline
Problems was ranked seventh (4.27), time
management and variation of teaching techniques
were ranked the least with means of 4.18 from the
Likert Scale.
As a result, from the above findings, it was established
that among the various aspects suggests among the
various aspects, teachers’ knowledge of their subject
was given the first priority by the respondents since
the statement was ranked the first with a mean of 5.09
which stands ‘very Good’ on the linkert scale.
Furthermore, it was established that teachers’
commitment and physical presence in school were also
rated as ‘Very good’ from linkert scale. However,
interaction with students, handling discipline
Problems, time management, handling discipline
problems, variation of teaching techniques by teachers
were all rated as ‘Good’ from the Likert Scale.
In general, teachers’ responses from the above four
schools indicates that all respondents considered
teachers’ knowledge of their subject as being very
crucial in the academic performance of students thus,
being ranked the first with a rating of very good from
the Likert scale. According to the respondents,
teachers’ knowledge of their subject promotes
confidence, understanding and trust between students
and teachers thus, motivating them to work hard as a
team for a common goal. Moreover, it was established
that the average rating of teachers in various aspects
from all the four provincial selected schools was good.
Teachers’ commitment, extra assistance to students,
physical presence in school, lesson preparation, time
management, interaction with students among other
aspects are all geared towards achieving one common
goal; academic achievement/excellence for the
students. For instance, by a teacher interacting with
students either formally or informally, he/she will be
able to identify particular problems or weaknesses that
students have thus, providing extra assistance.
Moreover, by a teacher being able to prepare lesson
plans for his/her subject implies that there will be
proper time management since every activity will be
programmed. This will help to avoid wasting valuable
time required for learning and teaching process.
In summary, from both teachers’ and students’
responses it was established that both sets of
respondents rated teachers in terms of various aspects
in school as being good. As a result, the study
established that results from both students and teachers
who were selected for the study were almost.
Conclusion and Recommendation
Teachers’ knowledge of their subject was established
as the most important factor towards better students’
performance which is as a result of teachers’
qualification. However, teacher’s experience also adds
value to the students’ abilities and chances of posting
high grades in that as a teacher accumulates more
experience, his pedagogical skills and knowledge of
his subject improve hence enabling him to effectively
impart knowledge.
The study recommends that the school management
increases the frequency of in-service courses offered
to their teachers. This may enable teachers to increase
skills, knowledge and experiences relevant and vital
for better academic achievement by students.
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