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.
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School Effectiveness and Improvement: Contribution of
Teacher Qualification to Student Examination Scores. A
Case Study of Selected Top Provincial Secondary
Schools in Nyanza Province
1
Dr. Anyang Nicodemus Ojuma, 2Kindiki N. Jonah. 2
Boit M. John
1
Ph. d. School of Education, Moi University
Email:dranyangno@gmail.com
2
Prof. 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.
Key words: Effectiveness, Improvement, Qualification, Examination scores.
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 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
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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 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
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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
we
ll
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, 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
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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 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.
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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.
Deviation
Rank
Commitment 1 6 5.46 0.60 1
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
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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. Deviation 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 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,
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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 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
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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
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.
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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
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
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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
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
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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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