Effects of teachers’ efficacy in handling individual differences on language achievement of pre-scholars in Kajiado north county, Kenya.
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.