26May 2017

TEACHER-RELATED FACTORS INFLUENCING ACADEMIC PERFORMANCE OF PUPILS ON TRANSITION FROM STANDARD THREE TO STANDARD FOUR IN PUBLIC PRIMARY SCHOOLS IN KENYA.

  • Department of Curriculum Instruction and Education Media, Moi University, Eldoret, Kenya.
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The purpose of this paper is to determine teacher-related factors that affect academic performance of pupils on transition from standard three to standard four in public primary schools. The paper is guided by transition theory, which was developed by Schlossberg. The study was conducted at Lugari Sub?County. The study findings revealed that teacher related competencies like; qualification, experience, teaching methods and level of commitment influenced pupils? academic performance. The study recommends that more teachers need to undergo in-service training, teachers need to improve their relationship with pupils, government should employ more teachers, and curriculum supervisor should regularly monitor and evaluate teachers in schools.

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[Hesbon M. Obaga, Susan J. Kurgat (PhD) Chris Mukwa (Prof). (2017); TEACHER-RELATED FACTORS INFLUENCING ACADEMIC PERFORMANCE OF PUPILS ON TRANSITION FROM STANDARD THREE TO STANDARD FOUR IN PUBLIC PRIMARY SCHOOLS IN KENYA. Int. J. of Adv. Res. 5 (May). 962-969] (ISSN 2320-5407). www.journalijar.com

Hesbon
Moi University, Eldoret, Kenya

DOI:

Article DOI: 10.21474/IJAR01/4205      
DOI URL: https://dx.doi.org/10.21474/IJAR01/4205

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