| dc.description.abstract | ABSTRACT
The Free Primary Education (FP E) initiative was first declared in Kenya in 1974 and redeclared
in January 2003. The implementation ofFPE led to an increase in the enrolment of pupils
in public primary schools which grew from 5.2 million pupils in 2002 to 8.3 million pupils by
2008 (Republic of Kenya, 2008). This increase in enrolment led to overcrowding, overstretched
facilities and teaching materials, and high pupil-teacher ratios (Republic of Kenya, 2005) In such
a situation, the question was: how were the teachers able to perform their classroom duties and
responsibilities with such increase in enrolrnents?
The purpose of the study was to investigate the factors that influenced teacher performance in
the implementation of FPE in City Council Primary Schools (CC PS ) in Nairobi province since
2003. The objectives of the study were:
to examine the ways in which increasedenrolments, availability of materials, physical facilities and
equipment; teacher qualification and training, deployment of teachers.and abolition of fees on
tuition.have influenced teacher performance in the implementation of FPE in City Council Primary
Schools in Nairobi province since 2003.
Descriptive survey research design was employed for this study. Stratified, simple random and
purposive sampling techniques were used in selection of schools, head teachers and teachers.
Ninety nine (99) City Council Primary Schools were selected. Ninety nine (99) head teachers, four
hundred and sixty (460) teachers were selected for the study. Research instruments for data
collection included head teachers' interview schedule, teachers' questionnaire, observation
schedule, and document analysis guide.
The findings of the study revealed large classes of over 100 pupils that were brought about by
increase in enrolment. Overcrowding in the classrooms; overloading and overworking of teachers
was reported by 87.8% of teachers. The teaching - learning materials were adequate, showing a
Pupil: Textbook ratio of I: I in Mathematics, and 12 in English, Kiswahili, and GHCRE and 14 in
Science. Facilities such as playfields, sanitation blocks, classrooms and classroom spaces were
inadequate. Teachers (80.0%) and all head teachers had attained a professional status of "P
ding classrooms and classroom space, desks, and sanitation blocks needs
to be put in place. The content and duration of in- service courses should be reviewed to reflect on
methodologies and child centered skills during the implementation of FPE. Recruitment of
teachers should be considered to ease teaching loads in large classes in City Council Primary
Schools. Tuition for weak pupils needs to be resumed, with incentives that can reinforce teacher
performance in City Council Primary Schools.
The areas for further research from the findings of the study included a study on factors that
influence equity in teacher deployment, and the influence of tuition on pupil performance in public
primary schools in Kenya. | en_US |
