Abstract:
Teachers are central to pupils‟ success in primary schools and teacher quality forms a significant factor in predicting learning in schools. Over the past seven years (2008-2014), pupils‟ performance in the Kenya Certificate of Primary Education (KCPE) has been average. The study was informed by the fact that inadequate studies have been conducted to investigate the influence of selected teacher factors on academic performance of pupils in public primary schools in Keiyo South Sub County. The purpose of this study was to establish teachers‟ perceptions on the influence of selected teacher factors on pupils‟ academic performance in public primary schools in Keiyo South Sub County. The study utilised descriptive survey research design. The study targeted 114 public primary schools in Keiyo South Sub County. The target population for the study comprised of 114 headteachers and 1046 teachers. The sample size for the study was determined using Morgan & Krejcie table for sample size determination. The sample size for the study involved 86 head teachers and 278 teachers from the three divisions. The instruments for data collection involved questionnaires and interview schedules. The study used supervisors and experts to determine the validity of research instruments. A pilot study was done in two schools within the Sub County that did not take part in the study. The reliability of the research instruments was determined using Cronbach alpha and a reliability index of 0.733 was obtained. Data collected was analysed using quantitative and qualitative approaches. Quantitative data was analysed using descriptive statistics; frequencies, percentages, means and standard deviation with the aid of Statistical Package for Social Sciences. In qualitative analysis, thematic method was used where responses from interview schedules were discussed in themes that related to the objectives of the study. The study findings showed that 76.8% of teachers perceived that; teacher qualification influences learners academic performance, 85% of teachers agreed that teacher experience is critical to pupils‟ academic performance, 83% of teachers agreed that teacher personality had significant influence on pupils‟ academic performance and 88.4 % of teachers perceived that teacher level of commitment influences academic performance of pupils. The study concluded that teachers perceived that selected teacher factors had an influence on academic performance of pupils‟ in public primary schools in Keiyo South Sub County. The study recommended that; teachers should further their education in disciplines that are related to their area of teaching; teachers should be provided with in-service training to keep them abreast with emerging trends in education, teachers to change their personality by creating learner friendly environments and teachers need to be self dedicated towards their work. The study findings are expected to be used by the government in policy formulation and implementation on strategies aimed at raising academic performance in public primary schools. It is expected that primary schools may benefit from the study findings by considering teacher selected factors as critical to pupils‟ academic performance.
