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Waseka et al

Greener Journal of  Educational Research Vol. 6(4), pp. 151-169June 2016

 ISSN: 2276-7789 © 2015 Greener Journals

Research Paper

Manuscript Number: 060216102


(DOI: http://doi.org/10.15580/GJER.2016.4.060216102)

 

Influence of Teacher Factors on Students’ Academic Performance in Secondary School Education. A Case Study of Kakamega County, Kenya

 

1Elizabeth Luttah Waseka, *2Enose M.W. Simatwa and 

3Okwach TO

 

1Department of Educational Management and Foundations, Maseno University.

2Department of Educational Communication, Technology and Curriculum studies, Maseno University.


Abstract


Quality of education is assessed on the basis of learners’ achievement. Performance in Kenya Certificate of Secondary Education examination is therefore a good indicator of the quality of education offered in schools. This is because it is a standardized instrument and therefore a reliable measure. In the years 2011 to 2014 Kakamega County posted mean scores of 5.439, 5.228, 5.363 and 5.654 respectively. These mean scores translate to an average of C- for the years 2011-2013 and C for 2014 which is below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses such as medicine, pharmacy, engineering, architecture, teaching, law and  others in tertiary institutions and at university level. The key factors based on studies that influence students’ academic performance in secondary education are: Principals, teachers, students, school factors and government policies. The teacher is the number two factor that influences students’ academic performance. Teachers are facilitators of the learning process. Teachers are unique, in that they are architects, managers and engineers of pedagogy. This is why teaching/learning process is central to any education system. The objective of this study was therefore to determine the influence of teacher factors on students’ academic performance in Kenya using Kakamega County as the site for the study. This study adopted ex-post-facto and correlational research designs. The study population consisted of 324 principals, 324 deputy principals, 9,000 form IV students and 1 County Education Quality Assurance and Standards Officer. The study established that teacher factors influenced students’ academic performance by 59.4%. The other 41.6% was due to other factors which were not subject of this study. Teachers’ Bachelor of Education degree qualification, Form IV qualification and Female teacher gender were statistically significant predictors of students’ academic performance. Whereas teachers’ Bachelor of Education degree qualification and female teacher gender enhanced students’ academic performance, teachers with only Form IV qualifications reduced students’ academic performance. Teachers’ Master of Education degree qualification, teachers’ Diploma in Education qualification, teachers’ experience, teacher age, male teachers gender and teacher workload were not statistically significant factors in the prediction of students’ academic performance.

 

Key Words: Influence, Teacher Factors, Students’ Academic Performance, Secondary Education, Kakamega County, Kenya.

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