Influence of Policies Guiding Pedagogy on Teacher of Business Studies Competency in Secondary Schools in Kajiado County; Kenya

Abstract

This study sought to explore Influence of Policies Guiding Pedagogy on Teacher of Business Studies Competency in secondary schools in Kajiado County; Kenya. The study was guided by the following Objectives: Examine the relationships between Policies guiding Instructional skills possessed by teachers of Business and competency, assess the relationships between Policies guiding teachers of Business Qualification standards and competency and Determine how policies guiding professional Development of teachers of Business are related to competency. The study was based on the Context evaluation, Input evaluation, Process evaluation and Product evaluation model. The study used descriptive survey design. The population of the study targeted eleven secondary schools in Isinya Sub-County. Data was collected from teachers of Business using Questionnaires and from school principals and sub- county education officials using Interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on Instructional skills were significantly related to teacher competency. The study further found that level of relevance of policies guiding Qualification standards of teachers of business was very high and that policies guiding Qualification standards were not significantly related to teacher competency. Effective implementation of policies on Qualification standards of teachers of Business studies was however, found to most likely develop appropriate practices and accountability necessary for enhancing sanity in the teaching profession. Additionally, the study found that policies guiding professional development of teachers of Business were significantly related to teacher competency. The study hence concluded that proper implementation of policies guiding pedagogy is likely to direct teachers of Business on accommodative instructional skills that cater for all learners regardless of specific learning differences for better scores, direct them on proper Qualification standards and Professional development vital in the teaching service. Tagged on the conclusions of the findings, the study recommended that the TSC and MoE should formulate more policies that emphasis on instructional skills that lead teachers of business to accommodate all learners during learning process, make teacher training in the country more practical by formulating policies that improve teaching practice period and institutions frequenting micro teaching sessions in colleges that equip trainees fully before they graduate and formulate feasible policies that guide and create morale through Professional development of teachers of business for better learner achievement.