Effects of Human Resource Factors on Student Performance in Bungoma North Sub-County Kenya

Abstract

The implementation of free primary education in Kenya gave rise to many challenges that the government had not anticipated which affects the quality of education as opposed to improving it. The teacher-pupil ratio remains too high in public schools (Too, 2004). The study sought to establish the effect of teacher capacity development on student performance in Bungoma North Sub-County. The study used descriptive research design. The target population involved principals and teachers as its respondents. The study will focused on teacher training, motivation, promotion and appraisal with regard to student performance. The study mainly targeted all principals and teachers in secondary schools in Bungoma North Sub-County. The study used simple random sampling technique to select 15 schools from the 36 secondary schools in the sub-county. Thereafter, 15 principals from the sampled schools were purposively sampled. Lastly, 75 teachers were randomly sampled and selected; 5 from each of the 15 sampled schools. This population was targeted since they are directly affected by teacher capacity development as well as students’ academic performance. The study used questionnaire for data collection and data was analyzed using descriptive and inferential statistics. From the findings, it was established that the teacher: pupil ratio is very high (1:120) which negatively affect the quality of education. The study found out that taking higher education and training, refresher courses and on-the-job-learning were the most significant aspect of staff development. The study also established that teacher’s experience affect the academic performance to a great extent. The study further established that teachers’ preparedness influence the academic performance in their school to a great extent. There is a "strong relationship between teachers' educational beliefs and their planning, instructional decisions, and classroom practices’. The study also established that the personal character and attitude of teachers did not influence the student performance. From the findings the study concludes that, the majority of schools have a high teacher: pupil ratio of 1:120 which negatively affect the quality of education to a great extent. With regard to staff development, the study concludes that taking higher education and training, refresher courses and on-the-job-learning is the most significant aspect to be explored to enhance academic performance. The study recommended that the government should recruit teachers proportional to the number of enrolled students to safeguard the quality of education offered in public schools. In addition, teachers and principals should undergo further training to help them cope with the increased enrollment after the implementation of FPE. The study recommends that government and other stakeholders should explore into investing in facilitating higher education and training, refresher courses and on-the-job-learning for teachers to enhance academic performance. Since it was found that teachers’ preparedness influence the academic performance in school to a great extent, the study recommended that the ministry of education should review the curriculum being used in teacher training institutions with a view of making it more student friendly.