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GROUP 2. Factors that influence teacher performance and effectiveness in the implementation of free primary education in public primary schools in Kenya

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Abstract:

The aim of the introduction of Universal Primary Education (UPE) is to provide access to quality education for individual learner development as well as the social, economic and political development of the country (Hanushek, 2005). Delivery of quality UPE as a basic right for all requires effective implementation of the curriculum and instructional programme, which is facilitated by commitment of the teacher.
UPE has its foundation in Education For All (EFA). The concept of EFA is derived from the declaration on education as a basic human right that was articulated in article 26 of the Universal Declaration of Human Rights (UDHR) by the United Nations in 1948, whereby EFA and UPE were recognized as a fundamental human right and adopted as Millennium Development Goals (MDGs) (UNESCO, 2002).
The Government of Kenya (GoK), in pursuit of the EFA goal, adopted a policy of providing education to all citizens (Republic of Kenya, 2005). The attainment of UPE has been a top priority in GoK’s development strategy and is a means to achieving EFA. In the realization of UPE, the GoK, in 1974 declared Free Primary Education (FPE). Fees was abolished in all public primary schools in the country, which led to an increase in enrolment up from 2, 705, 878 pupils in 1974 to 8,330, 148 pupils in 2007 (Ministry of Education statistics, 2008). Such massive enrolments have implications on teacher performance and effectiveness. Yet, teacher resource is an important input for quality learning outcomes; and teacher skills and attitude count in curriculum renewal procedures.
Statement of the Problem
With the increase in enrollment that was brought about by the declaration and implementation of FPE, the questions that emerge as far as teacher performance and effectiveness is concerned include, with the influx of the children into the public primary schools; how are the teachers able to cope with their instructional work, class management, and pupil assessments especially in subjects which required a lot of marking and individual pupil attention, such as Mathematics, English, Kiswahili and Science? Are teachers able to monitor the learning levels in basic skills by each individual pupil effectively? To what extent have teachers been effective in their performance with large classes of mixed cadre pupils?
The Purpose of the Study
The purpose of this study is to examine the factors that influence teacher performance and effectiveness in the implementation of FPE in public primary schools since 2003.
Objectives of the Study
The objectives of this study include; examine the ways in which increased enrollments influence teacher performance and effectiveness; and, the extent to which the availability of materials and physical facilities influence teacher performance and effectiveness; explain the extent to which posting and deployment of teachers by TSC influence teacher performance and effectiveness; and identify ways in which the abolition of fees on tuition and user chares influence teacher performance and effectiveness.
Research Questions
The study will be guided by the following research questions:
i. In what ways has the increased enrolments affected teacher performance and effectiveness?
ii. To what extent has the availability of physical facilities and teaching-learning materials affected teacher performance and effectiveness?
iii. To what extent has the deployment of teachers affected teacher performance and effectiveness?
iv. In what ways has the abolition of fees on tuition and user charges affected teacher performance and effectiveness?
Justification of the Study
The results of this study will highlight an overview of the issues facing teacher performance and effectiveness in delivery of quality education; in the midst of increased enrolments, high PTRs and challenges of implementing FPE overtime since 2003. The results of the study will reveal the constraints facing teachers in their performance in relation to availability of physical facilities, teaching – learning materials, and teacher commitment during the implementation of FPE.
The policy planners and makers will use the results of the study to make decisions on quality in teacher performance and teacher service delivery. The results can be used to develop a routine check on the implementation of the MDGs goals of UPE and EFA.

Author's Keywords:

Teacher Performance,Teacher Effectiuveness
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492576_index.html
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MLA Citation:

Imonje, Rosemary. "GROUP 2. Factors that influence teacher performance and effectiveness in the implementation of free primary education in public primary schools in Kenya" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492576_index.html>

APA Citation:

Imonje, R. K. , 2011-05-01 "GROUP 2. Factors that influence teacher performance and effectiveness in the implementation of free primary education in public primary schools in Kenya" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492576_index.html

Publication Type: CIES New Scholar Fellow Proposal
Review Method: Peer Reviewed
Abstract: The aim of the introduction of Universal Primary Education (UPE) is to provide access to quality education for individual learner development as well as the social, economic and political development of the country (Hanushek, 2005). Delivery of quality UPE as a basic right for all requires effective implementation of the curriculum and instructional programme, which is facilitated by commitment of the teacher.
UPE has its foundation in Education For All (EFA). The concept of EFA is derived from the declaration on education as a basic human right that was articulated in article 26 of the Universal Declaration of Human Rights (UDHR) by the United Nations in 1948, whereby EFA and UPE were recognized as a fundamental human right and adopted as Millennium Development Goals (MDGs) (UNESCO, 2002).
The Government of Kenya (GoK), in pursuit of the EFA goal, adopted a policy of providing education to all citizens (Republic of Kenya, 2005). The attainment of UPE has been a top priority in GoK’s development strategy and is a means to achieving EFA. In the realization of UPE, the GoK, in 1974 declared Free Primary Education (FPE). Fees was abolished in all public primary schools in the country, which led to an increase in enrolment up from 2, 705, 878 pupils in 1974 to 8,330, 148 pupils in 2007 (Ministry of Education statistics, 2008). Such massive enrolments have implications on teacher performance and effectiveness. Yet, teacher resource is an important input for quality learning outcomes; and teacher skills and attitude count in curriculum renewal procedures.
Statement of the Problem
With the increase in enrollment that was brought about by the declaration and implementation of FPE, the questions that emerge as far as teacher performance and effectiveness is concerned include, with the influx of the children into the public primary schools; how are the teachers able to cope with their instructional work, class management, and pupil assessments especially in subjects which required a lot of marking and individual pupil attention, such as Mathematics, English, Kiswahili and Science? Are teachers able to monitor the learning levels in basic skills by each individual pupil effectively? To what extent have teachers been effective in their performance with large classes of mixed cadre pupils?
The Purpose of the Study
The purpose of this study is to examine the factors that influence teacher performance and effectiveness in the implementation of FPE in public primary schools since 2003.
Objectives of the Study
The objectives of this study include; examine the ways in which increased enrollments influence teacher performance and effectiveness; and, the extent to which the availability of materials and physical facilities influence teacher performance and effectiveness; explain the extent to which posting and deployment of teachers by TSC influence teacher performance and effectiveness; and identify ways in which the abolition of fees on tuition and user chares influence teacher performance and effectiveness.
Research Questions
The study will be guided by the following research questions:
i. In what ways has the increased enrolments affected teacher performance and effectiveness?
ii. To what extent has the availability of physical facilities and teaching-learning materials affected teacher performance and effectiveness?
iii. To what extent has the deployment of teachers affected teacher performance and effectiveness?
iv. In what ways has the abolition of fees on tuition and user charges affected teacher performance and effectiveness?
Justification of the Study
The results of this study will highlight an overview of the issues facing teacher performance and effectiveness in delivery of quality education; in the midst of increased enrolments, high PTRs and challenges of implementing FPE overtime since 2003. The results of the study will reveal the constraints facing teachers in their performance in relation to availability of physical facilities, teaching – learning materials, and teacher commitment during the implementation of FPE.
The policy planners and makers will use the results of the study to make decisions on quality in teacher performance and teacher service delivery. The results can be used to develop a routine check on the implementation of the MDGs goals of UPE and EFA.


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