Influence Of Teachers’ Pedagogical Competencies On Pupils’academic Performance In Public Primary Schools In Chepkorio Ward, Elgeyo-Marakwet County, Kenya

Abstract

Teachers play a crucial role on learners’ academic accomplishment. Additionally, they play a fundamental role in the realization of the national goals of education. This is because the responsibility of translating educational policies and principles into actions is bestowed upon teachers. However, Chepkorio Ward in Elgeyo Marakwet County has witnessed inconsistent performance in academic performance in the Kenya Certificate of Primary Education (KCPE) examination in the past five years (2012-2016). Therefore, the purpose of this study was to investigate the influence of teachers’ pedagogical competencies onpupils’ academicperformance in public primary schools in Chepkorio Ward, Elgeyo Marakwet County. The specific objectives of the study were to examine the influence of teacher competency in use of various teaching methods, instructional media, evaluation techniques and instructional tools on pupils’ academic performance in public primary schools in Chepkorio Ward. The study was guided by Vygotsky’s social constructivist theory. This study employed descriptive survey research design under a mixed method research methodology. This study targeted 521 teachers and 47 headteachers within Chepkorio Ward. A sample size of 42 headteachers and 226 teachers were selected. The study used purposive sampling in selecting headteachers and stratified random sampling technique in selecting teachers. Questionnaires, interview guide and document analysis tools were used as data collection instruments. Before administration to respondents, the research instruments were tested for validity and reliability. The study obtained a reliability index value of 0.748. Quantitative data collected was analyzed by the use of frequencies, percentages, means, standard deviation and correlations while qualitative data was analysed by use of thematic content analysis. The study established that teacher pedagogical competencies had significant effect on academic performance in primary schools in Chepkorio Ward. Findings revealed that the extensive adoption of learner-centred approaches as compared to teacher-centred ones. On instructional media and print media: it was revealed that textbooks and references books were frequently utilised when compared with audio and video media in classrooms. On evaluation, teachers used questions and answer method to assess learners’ acquisition of curriculum knowledge, skills and attitudes as opposed to continuous assessment tests and regular examinations that featured during end of term period. The study also found out teachers utilised schemes of work mostly in teaching and learning process as compared to lesson plan, progress records and lesson notes. The study concluded that frequent and variation in pedagogical competencies improved learning in schools that is evidenced through improved academic performance by pupils. The study recommends that: in-service training should be provided to teachers, quality assurance and standard officers should regularly monitor teaching in schools, headteachers should supervise teachers utilisation of various instructional media in classrooms, evaluation and assessments should be conducted regularly and headteachers to monitor the preparation and utilisation of instructional tools by teachers in schools. The study results would be significant to teachers, head teachers, quality assurance and standards officers, colleges and future researchers.