Implications of the Mismatch Between Training and Placement in Teacher Training Colleges: A Case of Mosoriot Teachers Training College, Kenya

Joseph Amulioto Opanda

doi:10.52634/mier/2014/v4/i1/1487

Abstract

The single most influential school-based factor affecting student achievement is teacher quality. Teacher quality is a function of, among other variables, the training programme, teacher experience and the competence of the teacher educator. The quality of pre-service training to prospective teachers in teacher training institutions goes a long way to influence their performance in the field. This research paper examines the role of academic qualifications of college tutors, areas of specialty i.e. their major and minor teaching subjects at the college/university level , and the assigned subject area. The paper also evaluates the effectiveness of the Teachers Service Commission deployment policy. This is a case study of Mosoriot Teachers Training College, in Nandi County, Kenya. Data was collected by use of questionnaires, face-to-face interviews and staff establishment records. Of the total teaching force of 71, 65 (91.5 %) tutors participated in this study. The data was descriptively analysed using percentages. The findings reveal that a) there is great disparity between teacher recruitment and deployment policy and practice where the college tutors were not teaching subjects for which they were not deployed to teach, and b) there was out-offield teaching in teacher education institutions. The researcher recommends that the Teachers Service Commission re-examine the staffing norms in Teachers Training Colleges with a view to maximize the human resource and enhance quality of training.

Highlights

Teachers are widely considered as one of the determining factors for the success of any strategy aimed at developing education of decent quality at primary and post-primary levels
Out-of-field teaching and the teaching of minor subject areas are extensive in Teacher Training institutions in Kenya
The source of out-of-field teaching lay in the lack of fit between teachers' fields of training and their teaching assignments

Summary

Introduction

Teachers are widely considered as one of the determining factors for the success of any strategy aimed at developing education of decent quality at primary and post-primary levels. As several recent international projects and studies clearly point out, many countries are currently struggling to address the 'double-challenge' of providing teachers in sufficient number and of 'good' quality. Teacher education is an important component of education. Through it school teachers who are considered mentors of any society are prepared and produced (Lucas, 1972). It is ostensibly designed, developed and administered to produce school teachers for the established system of education (Kafu, 2003)

Objectives

Methods

Findings

Conclusion