Influence Of Teacher Quality On Pupils’ Academic Performance In Kiswahili In Public Primary Schools In Rarieda Sub County, Kenya

ABSTRACT

Studies worldwide have revealed that teacher quality as measured in terms of qualification, experience and attitude of teachers play a pivotal role in academic performance of pupils in Social Studies, Maths and English. Indeed, findings from the related local and international evidence-based research indicate that „what matters most‟ is quality teachers and teaching, supported by strategic teacher professional development! The influence of teacher quality in Kiswahili was not clear. Performance of pupils in Kiswahili in Rarieda Sub County has been generally low compared to neighbouring Sub Counties. For instance, in the period 2012 to 2014, Rarieda‟s performance was 40.64, Ugenya 48.12, Bondo 43.57, Gem 47.95, Ugunja 49.94 and Siaya 47.05. The purpose of this study was to establish the influence of teacher quality on the performance of pupils in Kiswahili in public primary schools in Rarieda Sub County of Kenya. Objectives of the study were to: determine the influence of teacher qualification, establish the influence of teacher experience and determine the influence of teacher attitude on pupils‟ performance in Kiswahili in Rarieda Sub County. The study was guided by a conceptual framework in which the independent variables were teacher qualification, teacher experience and teacher attitude, and the dependent variable was pupils‟ performance in Kiswahili. The study adopted descriptive survey and correlational research designs. The study population consisted of 114 Head Teachers (HTs), 228 teachers of Kiswahili, 3420 class eight pupils and 1Sub County Quality Assurance and Standards Officer (QUASO). A total of 38 Head Teachers, 57 teachers of Kiswahili and 358 class eight pupils were the sample sizes. Stratified random sampling was used to put the respondents into stratus as HTs, Teachers and pupils. Proportional sampling was used to select the 38 HTs, purposive sampling and extreme case sampling were used to select the 57 teachers of Kiswahili while 358 pupils were sampled using Yamane‟s formula. A pilot study was conducted in 4 schools which were randomly selected. Data was collected using Questionnaires, Interview Schedule, Focus Group Discussion and Document Analysis Guide. The research instruments were presented to the experts in the school of education who ascertained their face and content validity. Reliability of the teachers‟ questionnaires was 0.82. Data were coded and analyzed. Regression Analysis was used to determine the influence of teacher quality on Pupils‟ performance in Kiswahili. Quantitative data was analyzed using Pearson‟s r and regression analysis to determine the influence of teacher quality on pupils‟ performance in Kiswahili while qualitative data was analyzed using the ongoing process as themes and sub-themes emerged. The findings were that: Teacher Qualification influenced pupils‟ performance significantly causing a variation of 7.6% as was signified by Adjusted R Square Coefficient .076, Teacher Attitude by 29.8% as signified by R Square coefficient .298 and Teacher Experience by 9.7% as signified by Adjusted R Square Coefficient .097. The conclusion therefore was that teacher quality in terms of qualification, attitude and experience influenced pupils‟ performance significantly at p-value .05. The study recommended that: The Ministry of Education should organize for in-service training for teachers in the subject area, lower primary pupils should be taught by experienced teachers with mastery of content to give them a strong foundation and teachers to have a liking towards the subjects they are teaching so that they can enhance pupils‟ performance in Kiswahili. Significance of the study was that the study: would provide a wider horizon to increase awareness of HTs and the BOM on the need to check on teachers whose qualifications do not match the standards for teaching Kiswahili, lead to policy formulation by the ministry of Education e.g experienced teachers in the profession to teach Kiswahili in lower primary, and contribute to existing literature about the need to have teachers who are competent enough to teach Kiswahili.