A Study on Teacher Characteristics and Students’ Academic Achievement: Case of Biology subject in Selected Secondary Schools in Nandi South District, Kenya

Abstract

Teacher quality is widely believed to be important for effective teaching. Teacher quality is often associated with the teacher’s characteristics. Despite this, there is little research on teacher characteristics and how it affects students’ achievement in Kenya. The purpose of this study was to establish the relationship between teacher characteristics and students’ academic achievement in Biology. The study focused on the following independent variables: teacher qualification and teacher experience and their effect on student academic achievement. The study applied a causal comparative research design. The study was conducted in Nandi South District. The target population comprised of Biology teachers of all the 26 public secondary schools. A questionnaire was used for data collection. Data was analyzed using descriptive and inferential statistical techniques. The study findings showed that there was no significant (p>0.05) relationship between teacher qualification and student academic achievement. The results also showed that teacher experience had significant relationship (p<0.05) with student academic achievement in Biology. The study recommends that increased teacher in-service training to be encouraged to improve student academic achievement in Biology, teachers to go for higher degrees (masters) to improve on student academic achievement.