The Salient Characteristics of Trained Ineffective Teachers in Secondary Schools in Kenya

Hezborn M N Kodero,Catherine K Simiyu,Elizabeth A Owino,Bernard L Misigo

doi:10.1177/2158244011434102

Hezborn M N Kodero, Catherine K Simiyu + Show 2 more

Open Access

PDF Available

https://doi.org/10.1177/2158244011434102

Copy DOI

Export

Save

Cite

Journal: Sage Open	Publication Date: Oct 1, 2011
Citations: 7	License type: cc-by

Affiliation: Moi University

Abstract
Highlights/Summary
Full-Text PDF
Similar Papers

Abstract

Listen

This study examined the salient characteristics of trained ineffective teachers in secondary schools in Kenya. Participants comprised 80 students from eight schools drawn from four provinces in the country. Of the 80 participants, 40 were females and 40 were males. This qualitative research adopted phenomenological design. Two research instruments—a biographical form and a blank sheet of paper—were used in data collection. Content analysis method was used in analyzing the written and nonquantitative data collected. Results of data analysis revealed 20 salient characteristics of trained ineffective teachers in secondary schools. These characteristics are as follows: wastage of students’ time, poor mastery of the subject, source of boredom to students, partial treatment of students, lack of respect for students, low level of self-confidence, poor mastery of teaching skills, emotional immaturity, inappropriate dressing, injurious to students, fond of frivolous talk, miscommunicate in class, poor in providing feedback, nondialogical in class, poor in maintaining discipline, immoral in behavior, unapproachable to students, poor in counseling, poor psychological health, and autocratic to students. The findings of this study may be useful to stakeholders in education in developing instruments that may be used to identify ineffective teachers in schools.

Highlights

Teachers have a tremendous impact on students’ academic achievement, and they vary greatly in their effectiveness (Rockoff, 2004; Weisenberger, Sexton, Mulhern, & Keeling, 2009)
A qualitative research method was used in this study because it was most appropriate in the generation of rich narrative data from students on the characteristics of trained ineffective teachers in secondary schools in Kenya
At the end of the discussion and negotiation among the three researchers, 20 emergent and 4 solitary themes were agreed on. This large number of emergent themes that resulted from the data analyses reflects the richness of the descriptions the participants had about the characteristics of ineffective teachers in secondary schools in Kenya

Summary

Introduction

Teachers have a tremendous impact on students’ academic achievement, and they vary greatly in their effectiveness (Rockoff, 2004; Weisenberger, Sexton, Mulhern, & Keeling, 2009). There is no doubt that most teachers in schools are effective and are committed to their students and profession, and are trying their best to meet students’ needs every day. Teachers are responsible for anywhere from 20 to 200 students each year depending on the school size, class size, and school level (whether primary or secondary). From these estimates it is plausible that an ineffective teacher can depress the achievement and inhibit the learning of many students during the course of his or her career (Chait, 2010)

Methods

Results

Discussion

Conclusion