Abstract
<p>School climate and teacher performance are critical factors in any learning institution that seeks to have competitive edge. Teachers from Kitui County have raised concern over unfavourable school climate that affects their performance. Despite the fact that some studies on school climate have been carried out in Kenya none of them has explored exhaustively on poor teacher performance. Hence there was need to carry out this study. The purpose of this study was to determine the effects of availability of teaching and learning resources on teacher performance in public secondary schools in Kitui county. this study employed mixed methods approach and descriptive survey research design to reveal and measure the opinion of teachers and the indicators of school climate and was anchored on three motivational theories namely: McGregor theory x and Maslow’s Hierarchy of needs and Hertzberg’s two factor theory. The study targeted 400 public secondary schools and 2417 teachers from Kitui county. Purposive and random sampling was used to select 40 principals and 488 teachers. Fractional method was used to sample 40 teachers from the 400-public secondary schools.20% of 2417 teachers were randomly selected from each sub-county. Sample size for this study was calculated using hypergeometric formulae where 76 principals and 352 teachers were selected giving a total of 428 respondents. Data was collected using Questionnaires for teachers, interview schedules for principals and document analysis. Validity of the instrument was achieved by reading other research works, books and journals. Split half reliability was used to test teacher’s questionnaire and principal’s checklist. Research instruments were appraised through a pilot study on 25 teachers and 5 principals from Katulani sub-county. Data was analysed qualitatively and quantitatively using Pearson correlation moment to test the questionnaire, Analysis of variance (ANOVA) and multiple regression. Descriptive statistics and inferential statics were used. Descriptive statistics aided by statistical package for social sciences (SPSS) version 21.0 was used. Quantitative data was presented in percentages, t-test, frequencies and tables while qualitative data was organized into thematic categories according to the objectives of the study. The study established that there is no statistically significant relationship between teaching/leaning resources and teacher performance, p-value=0.001&lt;0.00, the study recommended that there was need for school principal to avail enough teaching and learning resources and balance teacher’s workload and work closely with the teachers to ensure there is enough provision of teaching materials as well as e-resources for use by both the teachers and the students.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>
Highlights
For many societies’ world over, education has always been the key to a promising future
The study findings revealed that if high performing students were attached for some time with low role performing teachers, the performance of the students declined drastically
Descriptive statistics aided by statistical package for social sciences (SPSS) version 21.0 was used
Summary
For many societies’ world over, education has always been the key to a promising future. Any learning intuition needs to have a favourable working environment in order to achieve success. School climate is one of the elements that contribute widely towards teacher performance and student’s achievement. Principals who are endowed with the role management in schools should uphold healthy working school climates in a bid to promote better performance of duties and responsibilities by teachers. The World Bank (2017) indicated existence of a learning crisis in the low and middle – income countries where it revealed that schools put a lot of emphasis on schooling without focusing on student learning. The same sentiments were put across by the America – Africa Institute (2015), which indicated that many students gaining access to education in secondary schools are not gaining basic skills
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