Influence of free day secondary education policy on teacher performance in public secondary schools in Nairobi County, Kenya
The purpose of this study was to investigate the influence of implementing Free Day Secondary Education on teacher performance in public secondary schools in Nairobi County in Kenya. The introduction of FDSE in Kenya in 2008 has led to increased enrolment which in turn is putting pressure on the teachers' ability to adequately perform their teaching task. The study set out to investigate the extent to which teachers were performing their tasks without compromising the standards of teaching and learning. The objective of the study was to determine the extent to which teachers were managing and controlling their classes during teaching. It also sought to examine the frequency and assessment procedures teachers were using on their learners that may impact on their (teacher's) performance, The study further sought to «. establish the extent to which teachers were able to plan and prepare for their lessons in order to meet their learners' needs and to finally determine the challenges facing the teacher in view of instructional techniques while dealing with a high number of students. The study was a descriptive survey which was conducted in 18 public secondary schools in Nairobi. A questionnaire was administered on 6 teachers in each school totaling to 108 respondents. Stratified, purposive and simple random sampling procedures were used to obtain the target population. Primary data was collected using self administered questionnaires. The data was analyzed using descriptive statistics and content analysis. The study revealed that increased enrollment has not compromised the standards of teaching and learning in public schools. Eighty two percent of the teachers indicated that they were able to control the learners and the learning process by ably monitoring events in the classroom. Teachers use a variety of assessment procedures to obtain feedback during lessons with 85.79% indicating that the interactive question and answer technique as the most common method. Monthly continuous assessment tests are the most frequent employed short term evaluation tools (41%) followed by beginning of term examinations (36.8%). Though on average teachers have less than 27 lessons per week, increased enrolment has led to a corresponding increase in the workload. The study recommends the introduction of reflective teaching whereby teachers systematically and intensely analyze their own practice with the intention of enhancing their performance of tasks. The ministry of education should avail more learning and teaching resources especially electronic media in schools as these enhance teacher performance. More teachers should be employed to adequately cater for learners especially in the schools with very high enrolment.