Factors influencing primary school teachers’ participation in adult and continuing education in Kibwezi Sub-County, Kenya
The main purpose of this study was to investigate factors influencing teachers’ participation in adult and continuing education among public primary school in Kibwezi Sub County- Kenya. Three research objectives were formulated to guide this study. The study adopted the descriptive survey design. The target population for the study included teacher and head teachers. Purposive and proportional stratified sampling was employed to divide the district into three strata’s according to the number of divisions in the sub county. The strata’s were; Machinary division, Mtitu Andei division and Kibwezi division. The three divisions have a total number of 284 primary schools. The study selected 30% of the target population. Data was analyzed descriptively by using SPSS (Statistical Package for Social Science) Computer package. Descriptive methods were employed in analyzing qualitative data where frequencies and proportions were used in interpreting the respondent’s perception of issues raised in the questionnaires and interviews so as to answer the research questions. It has been revealed that the need to gain additional skills highly motivates teachers’ engagement in continuing learning. Given the necessary support teachers are able to apply skills and knowledge acquired effectively. However there is a challenge in managing the teaching workload career development has motivated them to train in various professions. The availability of subject departments has boosted the career guidance in schools. Teachers are accorded the necessary support for academic advancement. Teachers are not motivated by the salaries since there is no scheme of service for masters. The major challenge quoted was that of finances. Teachers pay a lot of money in their continuing education. There is irregular promotion of teachers. Teachers who have undergone continued education have high ability of effective teaching, their teaching pedagogies are advanced .The findings show that personal development motivates teachers to engage in continue learning since it has also contributed to personal achievements, quality life, improvement of wealth, autonomy and independence and development of mature interpersonal relationships. Teachers are dynamic and embrace change. A great difference is noted on teachers who have undergone continuing learning and those who have not. Adequate preparation, positive towards change is evidenced in those who are and undergone continuing learning.