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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.

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Article

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

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

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


American Journal of Educational Research. 2016, Vol. 4 No. 19, 1300-1306
DOI: 10.12691/education-4-19-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Ngugi M.N., 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.

Correspondence to: Ngugi  M.N., Department of Curriculum and Educational Management, Laikipia University, Nairobi, Kenya. Email: mngugi@laikipia.ac.ke

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.

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