Teacher Factors That Influence Secondary School Student Participation in Lodwar, Turkana County, Kenya

Ngugi M.N.^1, and Mumiukha C.K.²

¹Department of Curriculum and Educational Management, Laikipia University, Nairobi, Kenya

²Department of Psychology, Counseling and Education Foundations, Egerton University, Nairobi, Kenya

Cite this paper:
Ngugi M.N. and Mumiukha C.K.. Teacher Factors That Influence Secondary School Student Participation in Lodwar, Turkana County, Kenya. American Journal of Educational Research. 2016; 4(19):1300-1306. doi: 10.12691/education-4-19-4

Abstract

The pivotal role played by education to growth and development of an individual cannot be underestimated. In spite of this, some regions in Kenya, Turkana County included, still experience low level of participation in education. Many factors have been attributed to this phenomenon. However, few studies have addressed the teacher factors influencing the level of participation of secondary school students in school. The study therefore focused on establishing this using descriptive survey design. Simple random sampling was used to select a sample size of 200 students from 8 schools in Lodwar, Turkana County. The study established that teacher qualification, personal characteristics and their role in motivating learners to work hard enhance student performance and shape their decisions about the future. However, there was neither gender nor grade level difference in students determining teacher factors contributing to level of participation. The study recommends that the government should encourage the training of teachers to incorporate not only skills related to pedagogy, but also other skills that necessitate them to work effectively and efficiently.

Keywords:
grade level teacher factors secondary school participation gender

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Mugenda, O. M. and Mugenda A. G. M. (1999). Research Methods. Quantitative and Qualitative Approaches. Nairobi: African Centre for Technology Studies.
[2]	Sutcliff, P. (2011). Secondary Students' Perceptions of Teacher Quality. Electronic. Theses &Dissertations. Paper 391.
[3]	Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-40.
[4]	Kosgei, A., Mise, J.K., Odera, O., & Ayugi, M. E. (2013). Influence of Teacher Characteristics on Students’ Academic Achievement among Secondary Schools. Journal of Education and Practice, 4(3), 76-82.
[5]	Adeyemo, D. A. (2005). Parental Involvement Interest in Schooling and School Environment as predictors of Academic Self-efficacy among Fresh Secondary School Student in Oyo State, Nigeria. Electronic Journal of Research in Educational Psychology, 5(3), 163-180.
[6]	Olaleye, F.O. (2011). Teachers Characteristics as Predictor of Academic Performance of Students in Secondary Schools in Osun State–Nigeria. European Journal of Educational Studies 3(3), 505-511.
[7]	Gravestock, P. &Gregor-Greenleaf, E. (2008). Student Course Evaluations: Research, Models and Trends. Toronto: Higher Education Quality Council of Ontario.
[8]	Stronge, J.H., Ward, T.J., Tucker, P.D., & Hindman, J.L. (2008). What is the relationship between teacher quality and student achievement? An Exploratory Study. Journal of Personnel Evaluation in Education, 20(3-4), 165-184.
[9]	Akinsolu, A.O. (2010). Teachers and Students’ Academic Performance in Nigerian Secondary Schools: Implications for Planning. Florida Journal of Educational Administration & Policy, 3(2), 86-103.
[10]	Wirth, K.R. & Perkins, D. (2013). Learning to Learn. Retrieved from: www.macalester.edu/academics/geology/wirth/learning.doc
[11]	Adesoji, F.A. & Olatunbosun, S.M. (2008). Student, Teacher and School Environment Factors as Determinants of Achievement in Senior Secondary School Chemistry in Oyo State, Nigeria. The Journal of International Social Research, 1(2), 13-34.
[12]	Hubbard, D. W. (2001). Student Perceptions of Effective Teaching: What Students want from their Teachers. Unpublished Thesis (Ph. D.)--University of Alabama.
[13]	Good, T., & Weinstein, R. (1986). Teacher expectations: A framework for exploring classrooms. In K. Zumwalt (Ed.), Improving teaching (pp. 63-85). Alexandria, VA: Association for Supervision and Curriculum Development.
[14]	Good, T., & Brophy, J. (1994). Looking in classrooms (6thed.). New York: HarperCollins.
[15]	Watson, D. & van Binsbergen, J. (2008). Livestock market access and opportunities in Turkana, Kenya. ILRI Research Report 3. ILRI (International Livestock Research Institute), Nairobi, 106 pp.
[16]	Notenbaert, A., Karanja, N., Herrero, M., Felisberto, M. & Moyo, S. (2013). Derivation of a household-level vulnerability index for empirically testing measures of adaptive capacity and vulnerability. Regional Environmental Change, 13(2), 459-470.
[17]	Schilling, J., Opiyo, F. E., & Scheffran, J. (2012). Raiding Pastoral Livelihoods: Motives and Effects of Violent Conflict in North-Western Kenya. Research, Policy and Practice, 2(25), 1-16.
[18]	KNBS & SID (2013). Exploring Kenya’s Inequality: Pulling Apart or Pooling Together.
[19]	Yamane, T. (1967). Statistics, An Introductory Analysis, 2nd Ed., New York: Harper and Row.
[20]	Buyse, E., Verschueren, K., Verachtert, P., & Van Damme, J. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. Elementary School Journal, 110(2), 119-141.
[21]	Demmon-Berger, D. (1986). Effective teaching: Observations from research. (ERIC Document Reproduction Service No.ED 274 087).
[22]	Wubbels, T., Brekelmans, M., & Hooymayers, H. P. (1992). Do Teachers Ideals Distortthe Self-reports of their Interpersonal Behavior? Teaching and Teacher Education, 8, 47-58.
[23]	Babbage, K. (2002). Extreme teaching. Lanham, MD: The Scarecrow Press.
[24]	Wigfield, A., & Eccles, J. S. (2002). Development of achievement motivation. San Diego: Academic Press.
[25]	Wigfield, A., & Waguer, A. L. (2005). Competence, Motivation and Identity Development during Adolescence. In J. A. Elliot & S. C. Dweck (Eds.), Handbook of competence and motivation, New York: The Guilford Press.
[26]	Firat, A. (2005). A Study on Teacher Characteristics and their effects on Students’ Attitudes. The Reading Matrix, 5(2), 103-115
[27]	Buddin, R. & Zamarro, G. (2009). Teacher Qualifications and Student Achievement in Urban Elementary Schools. Rand Education. Confirm this later pleas from main doc. (a lodwar folder).
[28]	Migosi, J., Nanok, D., Ombuki, C., & Metet, J. (2012). Hindrances to pupils’ access and participation in primary school education in Kakuma and Lokichoggio divisions, Turkana county. Universal Journal of Education and General Studies. 1(10). 308-315.
[29]	UNESCO. (2010). Education for all Global Monitoring Report 2010: Educational Marginalisation in Northern Kenya. Nairobi, UNESCO.
[30]	Sifuna, D. (2005). Increasing Access and Participation of Pastoralist Communities in Primary Education in Kenya. Review of Education, 51, 499-516.
[31]	Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustmentduring elementary school. Journal of School Psychology, 44(3), 211-229.
[32]	Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.
[33]	Ng'asike, J. T. (2011). Turkana Children’s Rights to Education and Indigenous Knowledge in Science Teaching in Kenya. New Zealand Journal of Teachers’ Work, 8(1), 55-67.