TUTORS’ FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS TRAINING COLLEGES IN RIFT VALLEY, KENYA

Abstract

The purpose of the study was to establish tutors’ factors influencing quality in public primary teachers training colleges in Rift Valley Zone, Kenya. This study was based on the Malcolm Knowles (1968) Theory of Andragogy of adult learning which postulates that adult learning is self-directed and is expected to take responsibility for their decision. The study used descriptive survey research design and the instruments for data collection were questionnaires, interviews and document analysis. Purposive, stratified and simple random sampling techniques were used to select study sample. The target population was 2116 from all 4 Public Primary Teacher Training Colleges in Rift Valley Zone. Purposive technique was used to select 4 Principals, 4 Deans of Curriculum, 4 Deans of Students and the second year teacher trainees. Simple random sampling was employed to select 101 teacher trainers and 497 teacher trainees to represent 30% of the target population. A stratified sampling technique was used to select tutors and trainees according to gender and subject option A or B. The total sample population size was 610 respondents. Validity and Reliability of the research instruments were pre-tested through a pilot study in Asumbi TTC, a public TTC outside Rift Valley Zone. Data collected was analyzed and presented using descriptive statistics like tables and bar graphs generated with the aid of SPSS. The study found that the teacher educators in TTCs in Rift Valley Zone were competent in their subjects through experience although majority had trained to teach in secondary schools. This research recommends that the MOE come up with a national curriculum/central induction course for teacher educators in TTCs. Article visualizations: