Teacher Characteristics Influencing Performance of Special Needs Learners in the Mainstream Public Primary Schools in Kakamega East Sub – County, Kenya

Abstract

The purpose of this study was to investigate teachers characteristics influencing performance of special needs learners in the mainstream public primary schools in Kakamega East Sub-County, Kenya. The objectives of the study were: to establish teachers level of training, to examine methods used in teaching, to determine teachers preparation and investigate teachers perception towards special needs learners in the mainstream schools. The study was based on Vygotsky theory of proximal development. Descriptive survey design was used. The target population was 86 primary schools, 252 teachers 24 special needs teachers, 24 head teachers, 40 mainstream special needs pupils and 2 Educational Assessment Resource Centre officers. A total of 342 respondents were sampled for the study. Sample size comprised of 76 regular teachers, 7 special needs teachers, 12 mainstream special needs pupils, 24 head teachers and 2 Educational Assessment Resource Centre officers. The data was collected using questionnaires on the regular teachers, special needs teachers and special needs pupils. Interview guide was used on head teachers and Educational Assessment Resource Centre officers. Descriptive survey design was undertaken. Research instruments validity was established by test and test in piloting schools. Reliability of the research instruments was ascertained using Pearson product moment correlation coefficient of which the results gave value of +0.72. Data was collected and analysed both qualitatively and quantitatively and presented in frequencies and percentages in form of tables, pie charts and bar graphs. The study revealed that regular teachers had no training in SNE, lacked appropriate methods in teaching SNE learners, prepare inadequately and have negative perception on SNE learners. The study concluded that appropriate mechanism and structures should be put in place to train teachers in SNE. The study recommended that Kenya Institute of Special Education (KISE) and Ministry of Education Science and Technology (MOEST) should consider training more teachers in SNE