Factors influencing enrolment in Degree programs among primary school Teachers in Kayole division Embakasi district, Kenya

Abstract

The teaching profession has recognized the necessity of being up to date with the dynamic nature of knowledge. Generally education is meant to promote human dignity as well as promote professionalism and individual development. This study sought to investigate the factors influencing enrolment in degree programmes among primary school teachers in Kayole Division Embakasi District, Kenya. The study employed a descriptive survey study. The population of the study consisted 20 primary schools, 20 head-teachers and 600 primary school teachers in Embakasi district. Simple random sampling was used to select 240 teachers and 8 head teachers to participate in the study. The main research instrument that was used in this study was questionnaires for teachers and interview schedule for the head teachers. Frequency tables were used to present the research findings. From the findings the study leads to a conclusion that human capital development influences enrolment in degree programmes among primary school teachers. It’s necessary to have teachers who are continuously immersed in their subjects. B.Ed parallel degree programme promote learning activities by improving primary teachers pedagogical skills. Schools change, as they become complex, requiring new skills. Promotion, level of disposable income, benefits and empowerment influence enrolment of primary school teachers in B.Ed degree programs. Teacher’s enrollment in B.Ed parallel degree programme is influenced by the need to improve professional status. Teachers enrollment in B.Ed parallel degree programme is influenced by interest in career development. The level of disposable income did not make the teachers to enrol for B.Ed paralle programmes. Empowerment influences enrolment of primary school teachers in B.Ed degree programs. The study concluded that the challenges faced by teachers pursuing B.Ed parallel degree programmes include financial strains that cause depreciation in the admission rates for the parallel degree programmes. Male teachers are favoured to enroll for the parallel programme since they control the family finance. Gender role influences female teacher B.Ed parallel enrollment. Parallel degree programmes involves sophisticated technology that is not supported with skilled personnel. The study recommends that human capital development on performance in primary schools can be improved by encouraging the teachers to enrol for B.Ed parallel programmes. The DEO should sensitize head teachers on the importance of graduate teachers in their schools to be able to teach effectively. Head teachers should encourage teachers to further their studies. The study findings may be utilized by the few primary school teachers who have not yet enrolled in programs in making their own decisions towards joining the programs. The results of the study could also be used by K.I.E. in conjunction with the Ministry of Education officials when organizing for in-service training programmes for primary teachers to identify problems and suggest solutions to enhance in-service training.