A Discussion on Teacher Effectiveness in Curriculum in Kenya with Focus on Makadara Division

Abstract

The school is the most important institution where teachers promote maximum development of the learners. According to Quist (2000), the school influences the pupils' social outlook, attitudes, knowledge of the world, appreciation of other people around them and desirable behaviour. Similarly, Owino (1996) states that the school promotes aspirations and empowers the pupils to advance in their studies later on life and eventually contribute positively to society. Effective teaching and learning should begin in lower primary classes, for a good foundation to the pupils. This is not so in Makadara Schools, where teaching in lower primary classes is characterized by lack of involvement by the pupils in the learning process. Learning is passive. There is need to find out the conditions and circumstances that have contributed to lack of effective teaching and learning in lower primary classes in some of the schools in Makadara Division in Nairobi .