Influence of teachers' practices on pupils' performance in Kenya Certificate of Primary Education in Makadara District, Nairobi County, Kenya
The purpose of the study was to investigate the influence of teachers' practices among public primary school teachers on the performance of KCPE in Makadara District, Nairobi County. Specifically, the study sought to examine the influence of teachers' practice of punctuality on KCPE performance; establish the influence of teachers' practice in classroom commitments on KCPE performance in public primary schools; establish the influence of teachers' practice of preparedness for teaching lessons on KCPE performance among teachers in public primary schools as well as suggesting administrative intervention to improve teachers' practice based on the findings. This study is in line with Filak & Sheldon (2003) equity theory of motivation which calls for a fair balance to be struck between the teachers' inputs (e.g., hard work, skill levels, tolerance, and enthusiasm) and their outputs also (e.g., salary, benefits, and intangibles such as recognition). The study employed a descriptive survey design. The target population for this study included the entire 26 public primary schools in Makadara District with a population of 26 head teachers and 458 teachers in which 20 schools, 20 headteachers and 100 teachers were selected giving a total of 120 respondents. Questionnaires were used in data collection A pilot study was conducted in 5 schools to determine instrument validity. The researcher ascertained instrument validity by comparing the pilot study responses to the expected responses. Discrepancies were addressed by the relevant adjustments, corrections and rephrasing of statements where necessary. The test-retest technique was used which gave a value of 0.89 for headteachers and 0.94 for teachers, values which were close to 1 and thus making the ascertaining the instruments as reliable. The researcher personally administered the questionnaires to the head teachers and teachers in the selected schools. Data collected from the respondents was both quantitative and qualitative in nature. Descriptive statistics such as percentages, means and frequencies were used to report the data. The results of data analysis were reported in summary form using frequency tables, bar graphs and pie-charts. Qualitative data analysis for open ended questions was done using content analysis. Content analysis describes the form or content of written or spoken material. Ideas were grouped into themes. The frequencies of different descriptions were generated by categorizing and coding pieces of data and grouping them into themes. From the study, teachers' punctuality to school every day, attendance to their lessons and co-curricular activities highly affects the pupils' performance in KCPE. The researcher therefore recommends that headteachers should focus on the teaching environment while school management committees should consider creating a good working environment for teachers, the government to employ more teachers to reduce work-load This could be accomplished through enhanced infrastructure, luncheons and sponsored educational trips.