Effects of teachers’ efficacy in handling individual differences on language achievement of pre-scholars in Kajiado north county, Kenya.
Abstract
The purpose of this study was to explore the effects of teacher‟s efficacy in handling
individual differences on English achievement of pre scholars in Kajiado North County,
Kenya. The following were the objectives of the study: examine whether teacher‟s
characteristics such as teaching experience, academic and professional qualifications
influenced the handling of individual differences; determine teachers management and
organization of individuals differences of English language learners; establish the
strategies pre- school teachers employed to handle individual differences in the language
pre-schools classrooms in Kajiado county; find out the effects of employing different
strategies to handle individuals differences on English language achievement. Samples
for the study were drawn from 17 pre-schools, 17 head teachers and 34 pre -school class
teachers. Research instruments used in the study were questionnaires for the head
teachers and teachers. Observation schedules were used to observe the classroom
processes. Data was presented in tables and analyzed using frequencies and percentages.
It emerged that teacher‟s efficacy in handling individual differences of learners had a
great effect on achievement in the English language of pre scholars. The study
established that the language achievement among pre scholars was influenced by the
strategies the teachers employed to handle individual differences, how they organized the
English language classrooms as well as their academic and professional qualifications.
The study concluded that teacher‟s efficacy in handing individual differences influenced
children‟s language achievement. The study concluded that teacher‟s academic and
professional training was important, and that regular refresher courses were required to
keep the teachers updated on changes in curriculum and teaching methods. The study
recommended that preschool teachers and head teachers should be trained and have early
childhood development and education professional qualifications. They should also
collaborate with parents in order to understand the pre-school children‟s differences.
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]