Teacher performance appraisal and development play a crucial part in enhancing staff performance, reward, motivation, and training. A thorough inspection of most public secondary schools in Transmara East Sub-County disclosed a decline in Kenya Certificate of Secondary Education schools’ average performance from 2018 to 2022. It is not evident whether Teacher performance appraisal and development (TPAD) implementation has an influence on the performance of learners’ academic achievement. The investigation was steered by Goal Setting theory of motivation. The study adopted a descriptive survey research design. A target population of 277 respondents consisted of 1 Teacher Service Commission (TSC) Sub-County director, 34 principals, and 242 TSC teachers from 34 public secondary school teachers in Transmara East Sub-County. The project adopted a stratified random sampling technique on 164 respondents comprising 1 TSC sub-county director, 20 principals, and 143 teachers employed by TSC. Questionnaires were utilised in acquiring data from teachers while the interview schedule was given to the TSC Sub-County director and principals. The checklist was used to collect target and end-term mean scores. Data collected was examined using both quantitative and qualitative approaches. Quantitative facts were evaluated by descriptive statistics, frequency, mean and standard deviation as well as a correlation for inferential statistics. The quantitative facts were illustrated using charts and tables. Qualitative data was analysed thematically, which was triangulated with quantitative data. Findings reveal that teachers in their professional knowledge, showed mastery of subject content, used appropriate teaching styles, developed required documentation and learning assessment, and utilised learning and teaching resources sufficiently. Hence, professional knowledge has a significant positive influence on the academic performance of students (P<0.05). The study concludes that professional knowledge has a significant positive influence on students’ academic performance in public secondary schools in Transmara East Sub-County, Kenya. The study recommended that the government should improve training, assessment, and e-resource for ICT integration in the learning and teaching of students.
Feeding programmes are critical for quality education to be realized in all learning institutions starting from Pre-primary to higher levels globally. When there is no provision of meals to children in school, they lack the energy to concentrate in classroom and co-curricular activities. It also weakens their intellectual ability and may hinder the development of competencies among pre-primary school learners. In this study, it was assumed that the provision of meals to pupils in school influences the acquisition of competencies among the learners. The purpose of this study, therefore, was to establish the influence of School Feeding Programmes on the acquisition of competencies in classroom activities among the learners in pre-primary schools in Belgut Sub-County, Kericho County. The study was guided by Abraham Maslow’s theory of the hierarchy of needs, as it stresses the fundamental requirements of basic needs (food), which increases the satisfaction of an individual (learner). The study used a descriptive survey design with a population of 85 pre-primary schools. Headteachers were eighty-five (85) and pre-primary school teachers were one hundred and seventy (170), giving a total of 255 respondents. A sample size of 189 respondents was derived comprising of 70 headteachers and 119 pre-primary school teachers. The study employed stratified random sampling to draw respondents from the target population. The instruments used to collect data were questionnaires and interview schedules for teachers and headteachers respectively. The analysis of the collected data was done using descriptive and inferential statistics. Inferential statistics were used to show the relationship between the dependent and the independent variables and was presented in form of correlation analysis. The study findings revealed that children who are consistently provided with meals in school concentrated well in class activities. There existed a significant correlation (p<0.05) between competencies in classroom activities and school feeding programmes. The school feeding programmes enabled learners to actively participate and concentrate on school activities and enhanced competency acquisition. Some of the recommendations were that the county and national government need to fully implement the school feeding programmes and that the sustainability of the programme is vital to increased competency acquisition rate among Pre-Primary school learners.
The success of curriculum implementation in any country depends on the quality of the teacher with regard to the requisite knowledge, skills, and attitudes. In the move toward inclusive education in Kenya (ROK, 2005; ROK, 2009; ROK, 2012a; ROK, 2017), one of the strategies is the expansion of teacher education curriculum to include a component of special needs in order to develop the capacity of the teachers to support children with special needs in regular schools. This paper presents part of the findings of a survey of Primary Teacher Colleges in the Rift Valley region of Kenya on the integration of Special Needs Education (SNE) in the curriculum vis-à-vis instructional efficacy among the teacher trainees. It examines the integration of SNE in the objectives and evaluation elements of the Primary Teacher Education (PTE) curriculum and its role in the development of instructional efficacy among the teacher trainees. The findings revealed that the PTE curriculum did not provide adequate coverage and integration of aspects of SNE in the objectives and evaluation elements of the PTE curriculum and consequently inadequate development of instructional efficacy among the teacher trainees. The study recommends adequate coverage and complete fusion of aspects of SNE in the objectives and evaluation elements of the curriculum as a significant strategy for achieving instructional efficacy among teacher trainees.
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