With the appreciations from the academicians for the first book on “EMOTIONAL INTELLIGENCE” the author ventured to release this book with a primary focus on the impact of Gender, Type of Institution and Social Status on Teacher Performance. Job tenure/experience definitely influences teacher performance. The researcher focused on this issue also in the present investigation. The relationship of teacher performance with different psychological variables is different. The researcher explored the relation of teacher performance with emotional intelligence, different components of personal strain and various coping strategies to help teaching community and to make the research work fruitful.
Teachers have been identified as one of the most important inputs to the education system with a greater responsibility of implementing education policies and programmes which lead to manpower development. The efficient management and utilization of this resource remains critical to the quality of learning outcomes in the education system. Targeted efforts in the past two decades have proven futile in improving the terms and conditions of work for most Kenyan teachers in the public education sector. This book intends to bring to the fore an in-depth understanding and empirically determine teacher motivational level and its influence on student academic performance in public day secondary schools in Nairobi County, Kenya. The study is grounded on Fredrick Hertzberg’s Two-Factor theory which provides a set of ideas on motivation among others. The analysis provides valuable information on teacher motivation to learning institutions, principals, teachers, the Teacher's Service Commission and the Ministry of Education (Kenya) and may be used for corrective measures to improve teacher engagement and student academic performance.
This book is a study that sought to investigate the effects of teachers’ appraisal on academic performance in public secondary schools in Starehe Constituency in Nairobi, Kenya. The study sought to find out the nature of teachers’ appraisal in the eleven surveyed schools. The study further sought to find out the effects of teachers’ appraisal on three aspects of academic performance (grades, tasks performance and class attendance and participation). Primary data was used in the study. The data was gathered using questionnaires administered to teachers and head teachers. The data gathered was analyzed using descriptive statistics (frequencies, percentages and mean scores) and thematic technique where data was grouped according to emerging themes. This was enhanced by a narrative explanation. As the most significant resource in schools, teachers are critical to raise education standards. Improving the efficiency and equity of schooling depends, on a large measure, on ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best. Raising teaching performance is perhaps the policy direction most likely to lead to substantial gains in learning.
Mathematics and Science subjects continue to pose problems to many students. This is despite the fact that these subjects are critical for technological advancement of any country. Many factors have been identified as contributing to poor performance of students in Chemistry. This book was written based on research findings about the effect of teacher characteristics on students' performance. The author found out that teacher characteristics were a greater determinant of student achievement that other school factors.The book recommends that school administrations involve chemistry teachers in decision making, especially as concerns acquisition of apparatus, so that teachers don’t feel left out in decision making. They should also be consulted when designing of laboratories. Such efforts will go a long way in boosting their attitude towards the school and hence their output.
The study sought to investigate the extent to which teacher –made tests predict pupils’performance in final ‘O’ level Mathematics examinations in Seke Secondary Schools. Twoschools from Seke’s five secondary schools were randomly chosen for the study. Quota samplingwas used to select four classes from the chosen two schools’ eight classes and systematicsampling was used to select a sample of 48 pupils from the four classes’ 320 pupils. Mid-yeartest and final examination results for the 48 pupils were extracted from official documents (markschedules and results slip duplicates). Interviews with four of the twelve Mathematics teachersin the Seke Secondary Schools were conducted to elicit information on factors that maycompromise predictability of pupil performance at final examinations through use of teachermadetest scores. Descriptive survey research design was used in the research study.Collected data were analysed using Pearson Product Movement Correlation, Paired T-Test andOne-Way ANOVA..
Head teachers in Kenya are subjected to periodic evaluations. An effective head teacher evaluation results in improvement of performance of both head teachers and the institutions they lead (development), determine the extent to which head teacher performance meets pre-set performance standards (accreditation) and hold head teachers accountable for their actions (accountability). The study set to investigate qualitatively, the developmental aspect (or professional growth). This was done through focus group interviews and self administered questionnaires. Relevant documents on head teacher evaluation were also analyzed. Findings revealed that head teacher evaluation met accreditation and accountability aspects of evaluation. The developmental aspect was ignored. The study therefore calls for a shift from the practiced summative to formative evaluation if evaluation is to positively influence head teachers' professional growth.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.
This research was conducted in Bangladesh using the largest NGO as a sample. With an use of both qualitative and quantitative approaches, this research discovers that the main finding for the first issue is related to the national policy for teacher training and its implementation. The policy failed to motivate trainees to participate in the teacher training programme. The national policy has somehow created a notion that participants take the training for financial benefit not to meet the requirement of teaching practice. Difference in performance was noticed among the teachers who received training from the NGO and other providers and who received no training. The performance of trained teachers was higher than others. The performance of the teachers currently receiving training is higher than the teacher trained earlier. The teachers receiving training currently remembered the knowledge gained from the training. Whereas the teachers who received training earlier forgot many aspects of training because, according to them, they could not use their new knowledge in their exiting school setting. A number of suggestions were made to make the training more effective.
When developing tools for evaluation of teacher education programs, it is crucial to know what the adequate dimensions the evaluation instruments should cover are. In other words: How we can describe a competent teacher? In the literature we can find numerous attempts to describe what competences teacher education programs should produce. Teacher competence is defined as the ability of a teacher to deal adequately with the demands of the teaching profession using an integrated set of knowledge, skills and attitudes as manifested in both the performance of the teacher and reflection on his or her performance, In other words, professional competences are the systems of knowledge, skills, abilities and motivational disposition which provide the effective realization of the professional teaching activities.
Study investigated relationship between teachers’ interventions and standard seven pupils’ academic performance. Research was carried out in Nakuru Municipality. Twenty seven primary schools in the municipality were purposively sampled. Data was analyzed through SPSS 10.0. Level of significance was ? = 0.05. It was found out that teachers’ gender had 2= 10.255, df= 6, p = 0.115; Cramer’s V= 0.616 and age r = -0.17, p= 0.198. Academic level rho= -0.107, p= 0.297, length of experience r = -0.105, p= 0.302. Training in guidance and counseling children in difficult circumstances 2= 7.174, df= 6, p = 0.846; Cramer’s, V= 0.515. Findings indicated that demographic data of teachers had little or no influence on their efficacy in assisting children affected by post-election violence overcome trauma and its effects on academic performance. All teachers could assist pupils’ overcome trauma and hence improve their academic performance. However over 40% of teachers were unhappy serving as class teachers. Study recommended procedures of selecting teachers to serve as class teachers.
The purpose of the study was to determine the relationship between teacher quality and learners performance in different subjects in Kenya Certificate of Secondary Education examination Mathioya, Kenya. The study used qualitative and quantitative designs. The research population was 114 teachers and a sample of 90 teachers was used. Purposive and Stratified sampling was used. Data collection used questionnaires for teachers the schools who participated in the study. Findings indicated that there is significant relationship between teacher quality and students’ performance. This showed teacher experience, qualification and the motivations had direct relationship with performance of students in different subjects. Study recommended that Government provide facilities in schools for teachers to teach in conducive environment in order to enhance performance in different subjects.
The empirical data from this study indicated that teacher technical expertise was positively linked to the academic performance of their students in a career academy setting. Identifying teachers who have the appropriate level of technical expertise is important for guiding teachers' professional development needs. Moreover, student academic achievement was positively related to teacher skills in integrating computers and technology in the classroom above and beyond their general technical expertise. Regardless of the career or vocational area, students performed better when their teachers were better prepared. In today's technology-driven work place, Career and Technical Education teachers' professional development plans should be contingent upon the skills required to make them more effective as role models of technology use. School districts need to identify teachers in need of technology training and skills upgrading for the benefit of the students they teach. Multiple measures have been identified as the most effective means for determining teacher skills in technology use and are discussed in turn.
This study investigated the challenges of decentralised primary school education service delivery in rural areas with Masuliita Sub-county Wakiso District as case study. The study established the effect of teacher management, politics and role performance of school management bodies on the quality of education. The study found that teacher management and school management bodies’ role performance significantly affected the quality of education while politics did not. The study concluded that teacher management led to poor education service through; lack of adequate staffing, teacher training, development and motivation and performance management systems. Role performance of school management bodies led to poor education through failure to; enact enabling bi-laws, mobilize resources, develop strategic and operational plans, monitor performance and take corrective action. The study recommended that the district, lower local authorities, school management committees, politicians and other stakeholders to work together to address these challenges in all schools for improved quality of education. The study suggested identification of effective strategies for education decentralisation
This book contains a study which was carried out to investigate how teacher factors, learner factors, physical facilities and Head Teacher Supervisory Support affect academic performance. It adapted a conceptual framework which showed independent, dependent and intervening variables. The findings are expected to provide a guide to educational stake-holders on how to improve the internal school environment for better academic performance of public primary school learners. Enjoy reading it and get more information out of it.