IMPACT OF EFFECTIVE TEACHERS TRAINING ON BETTER

PERFORMANCE OF PUPILS IN KENYA

(CASE OF MERU TEACHERS TRAINING COLLEGE)

~ \jf
i~’
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BY
FAITH K.MATHIU
BED!90011511DF

A RESEARCH PROJECT SUBMITTED TO THE INSTITUTE OF

OPEN AND DISTANCE LEARNING IN PARTIAL
FULFILMENT OF THE REQUIREMENT
FORAWARDOFABACHELORIN
EDUCATION OF KAMPALA
INTERNATIONAL
UNIVERSITY

AUGUST 2008
 DECLARATION

I FAITH K. MATHIU, declare that this research project is my original work and has
never been submitted for any academic award. Where the works of others have been cited
acknowledgment has been made.

Signature Date...~.j ‘~

FAITH K.MATHIU
BED/900 1/51 /DF
 APPROVAL
I certify that the work submitted by this candidate was under my supervision. Her work is
ready for submission, to be evaluated for the award of a Bachelor of Education at
Kampala International University.

Supervisor. Date. . f~2~z5~3~

chan Joseph
 ACKNOWLEDGMENTS
My gratitude goes to my supervisor MR Ochan Joseph for the advice and guidance
while I was writing this project and also for providing useful references in order to
improve the quality of this project.
I also owe a lot of appreciation to all those who assisted me in carrying out this
research.
I wish to thank my family for their love, financial support and inspiration during my
stay in Kampala International University.

I am indebted to my friends Jane and Arm who gave me encouragement in time of

difficulties thanks also go to all the lecturers who impacted professionalism into my
work.
Finally, I would like to thank all my respondents and those within a short notice
without which this work would not have been possible.

iv
 TABLE OF CONTENTS

DECLARATION
.

APPROVAL
ACKNOWLEDGMENTS iv
TABLE OF CONTENTS v
ABBREVIATIONS AND ACRONYMS vii
ABSTRACT
CHAPTER ONE i
1.0 INTRODUCTION 1
1.2 STATEMENT OF THE PROBLEM 3
1.3 OBJECTIVE OF THE STUDY 3
1.3.1GENERAL OBJECTIVE 3
The general objective of the study was to~ 3
1.3.2 SPECIFIC OBJECTIVES 3
The specific objectives to the study were to~ 3
1.4. RESEARCH QUESTIONS 4
1.5 SIGNIFICANCE OF THE STUDY 4
1.6 SCOPE OF THE STUDY 4
CHAPTER TWO 5
REVIEW OF RELATED LITERATURE 5
2.0 INTRODUCTION 5
2.1 THE EXTENT OF TEACHERS QUALITY IN KENYA 5
2.3 FACTORS AFFECTING TEACHERS QUALITY 11
CHAPTER THREE 16
RESEARCH METHODOLOGY 16
3.0 INTRODUCTION 16
3.1 RESEARCH DESIGN 16
3.2 TARGET POPULATION 16
3.3 SAMPLE SIZE AND PROCEDURE 16
3.3.1 SAMPLE SIZE 16
3.3.2 SAMPLING PROCEDURE 16
3.4 DATA COLLECTION METHODS 17
3.5 DATA ANALYSIS AND INTERPRETATION 17
3.6 RESEARCH PROCEDURE 17
3.7 LIMITATIONS OF THE STUDY 18
CHAPTER FOUR 19
4.0 INTRODUCTION 19
CHAPTER FIVE 22
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 22
5.0 INTRODUCTION 22
5.1 DISCUSSIONS 22
5.2 SUMMARY OF MAJOR FINDINGS 25
5.3 IMPLICATION OF FINDINGS 26
5.4 CONCLUSIONS 28
5.5 RECOMMENDATIONS 29

v
5.6 SUGGESTIONS FOR FURTHER RESEARCH .29
REFERENCES 30
APPENDIX I 32
BUDGET 32
APPENDIX II 33
TIME FRAME 33
APPENDIX III 34
INTRODUCTION LETTER 34
APPENDIX IV 35
QUESTIONNAIRE ON THE IMPACT OF QUALITY TEACHING STAFF ON
BETTER PERFORMANCE OF STUDENTS IN KENYA 35

vi
 ABBREVIATIONS AND ACRONYMS

EFA Education for All

FGM Female Genital Mutilation
FPE Free Primary Education
KNUT Kenya National Union of Teachers
Kshs Kenya Shilling
MOEST Ministry of Education, Science and Technology
NFE Non Formal Education
NGO Non-Governmental Organization
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations Children’s Fund

vii
 ABSTRACT
Policy-makers and the public generally agree that teacher training is valuable. But
agreement ends when it comes to figuring out how best to train the state’s educators. Many
expect new teaching recruits to arrive in the classroom —just out of college and with a
smattering of student teaching under their belts — ready to go. They expect teachers to be
armed with the right tools and skills, but reality has taught us this doesn’t happen

Recent research statistics has shown that student’s academic performance is falling in a
worrying trend. Kenyans cannot afford to complacent about it, thus their arise an
immediate need to conduct an investigation on the issue of teachers quality to establish
whether it’s a factor contributing to the falling academic performance.

The study adopted a Descriptive research design. This enhanced the researcher to obtain a
better understanding of the causes and impact of teacher quality on academic performance
of students in Kandara Division,Muranga South district. The method chosen allowed a
collection of comprehensive and intensive data and provided an in-depth understanding of
the topic under study.

Information collected was analyzed and edited to create consistency and completeness.
After collecting the questionnaires they were edited for completeness and consistency
across the respondents and to locate omissions. Information obtained from the research
study was presented and analyzed using bar charts, narratives, and statistical figures.

This report provides suggestions for more effective ways to enhancing teachers quality as a
measure to stem the falling academic performance by pupils.It is designed for policy
makers, planners and stakeholders who have responsibilities in the education sector in
Kenya.

viii
 CHAPTER ONE

1.0 INTRODUCTION

Education, of course, begins with the teacher. Because of that, it’s often the teachers who
take the blame when test scores reveal that only one of three pupils is meeting state-
dictated expectations. Teachers care about teaching and they care about teaching well. As a
result, more schools are realizing that effective teacher training is an investment they can’t
afford to pass up. And finding the right way to help teachers do a better job is something
that the government has been trying for long. (Barrie,1999)

There’s good reason. Over the course o f a c areer, one good teacher holds the power to
motivate, captivate and engage thousands of pupils. But one ill-equipped teacher can send
students out of the classroom disinterested, disengaged and disinclined to harbor a passion
for learning. Given that curriculum is cumulative, even one year of a poorly equipped
teacher presents a danger.

1.1 BACKGROUND OF THE STUDY

Policy-makers and the public generally agree that teacher training is valuable. But
agreement ends when it comes to figuring out how best to train the state’s educators. Many
expect new teaching recruits to arrive in the classroom —just out of college and with a
smattering of student teaching under their belts — ready to go. They expect teachers to be
armed with the right tools and skills, but reality has taught us this doesn’t happen.

As with any profession, mastery c omes with practical experience. In fact, new teachers
face a staggeringly high rate of attrition. Within five years, half will leave the classroom
for good. A better support system for new teachers could go a long way toward improving
their chances for success. (Abagi, 1999)

Even when teachers are encouraged to improve their methods, the tendency on the part of
policy-makers i s to p lace the emphasis s quarely on the shoulders o f individual teachers
rather than to develop a comprehensive program for an entire faculty.

1
And that’s important, particularly with subjects like math and science. Professional
development for those teaching the basics in these areas is critical if students are going to
excel in a world that relies on high-tech innovation to fuel its economy. Yet without a
collective effort to change the way we approach effective teacher training, American
students are slipping further behind the curve when compared to young people in other
countries.

According to the 1999 Third International Math and Science Study, American eighth-
graders ranked 12th among 17 countries in tests measuring math and science abilities.
Statistics like these have grabbed the attention of policy-makers, who are beginning to
recognize that a better way to prepare our pupils is to prepare our teachers.

An intensive professional development program for teachers at the elementary level can
elevate the quality of instruction in our public schools, school by school. For example,
teachers should study math, science and technology and learn research-based teaching
methods. They get support inside the classroom and out from a network of staff, parents
and administrators. When it’s all over, they are better teachers, plain and simple. This is
rooted in a model we believe is critical for success.

More important, we have found that a collective effort to improve the skills of the teaching
workforce translates into better student outcomes.

Incomporating the use of “manipulative.” According to Deolalikar (1999), manipulative can

best be defined as hands-on learning materials that can be used in a variety o f ways to
teach a multitude of lessons. Manipulative, such as pattern blocks — colorful geometric
shapes like triangles, trapezoids and hexagons — are used to demonstrate such basic math
operations as addition, as well as more complex concepts such as fractions and ratios.
Science manipulative includes measuring equipment that allows teachers to engage even
young students in performing experiments rather than teaching solely from the textbook.

Instructional sessions give teachers time to master content and to explore the materials they
will be using with their pupils. Teachers collaborate with one another to devise ways in
which the manipulative c an be applied to illustrate key c oncepts for students. Academy

2
staff then joins the teachers inside their classrooms to assess how the new learning tools
and exercises are being applied for the benefit of the pupils.

Extending such programs to a broader public in districts across the country will require a
radical shift in thinking from the current ministry of education policy. First must come a
realization that systemic change is possible, but that teachers cannot do it on their own.
Next must come a change in how we spend our teacher training dollars. We must train
faculties, not just individual teachers. Finally, the plan for improving schools must provide
not only the resources but the time to bring about lasting change. (Abagi, 1998)

What becomes so apparent is that well-trained faculties, armed with a better understanding
of the material and the ways it can be taught, have greater confidence and creativity.
Classrooms become centers of inquiry and enthusiasm for both teacher and pupil,
improving the experience for everyone.

1.2 STATEMENT OF THE PROBLEM

Good t eachers form the foundation of good s chools, and improving teachers’ skills and
knowledge is one of the most important investments of time and money that local, state,
and national leaders make in education. Yet with the wide variety of professional
development options available, which methods have the most impact on student learning?

1.3 OBJECTIVE OF THE STUDY

1.3.1GENERAL OBJECTIVE
The general objective of the study was to:
Investigate the impact of quality teaching staff on academic performance of pupils.

1.3.2 SPECIFIC OBJECTIVES

The specific objectives to the study were to:
(i)Examine the extent of teacher quality.
(ii) Examine whether teachers quality impacts on academic performance.
(iii) To investigate the factors affecting teachers quality.

3
 1.4. RESEARCH QUESTIONS
(i) ‘What is the extent of teacher quality in Kenya?
(ii) How teachers’ quality impacts on academic performance?
(iii) What factors are affecting teacher’s quality?

1.5 SIGNIFICANCE OF THE STUDY

The research was of great relevance as it allowed the authorities concerned to understand
better training needs and to devise measures aimed at improving the status of teachers.

1.6 SCOPE OF THE STUDY

The research was carried out between April and August 2008.The study looked at the
impact of quality teaching staff on the performance of pupils. The research was carried out
in Imenti North district of Eastern Province. Respondents to the research were the students
and teachers in Meru teachers college.

4
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION
This chapter gave reference to what other scholars have written concerning teachers
training and their impact on the performance of pupils. The literature review in the study
concerned the training of teachers and performance of their pupils. The literature review
helped the researcher with data compilation, statistics analysis as well as in understanding
the problem. The material used in the review included magazines and journals on
teachers training newspapers articles and education related website over the internet.

2.1 THE EXTENT OF TEACHERS QUALITY IN KENYA

Teacher’s quality matters. Infact, it is the most important school related factor influencing
student achievement. According to Hanushek, (2000) several studies have found a
positive effect of experience on teacher effectiveness, specifically the “learning by doing”
effect is most obvious in the early years of teaching. Research suggests that the
selectivity/prestige of the institution a teacher attended has a positive effect on student
achievement, particularly at the secondary level. This may partially be a reflection of the
cognitive ability of the teacher. Evidence from Abagi(l 999), suggests that teachers who
have earned advanced degrees have earned advanced degrees have a positive impact on
high school mathematics ad science achievement when the degrees earned were in these
subjects. Evidence regarding the impact of advanced degrees at the elementary level is
mixed.

Research has demonstrated a positive effect of certified teachers on high school

mathematics achievements when the certification is in mathematics. Studies show little
clear impact of emergency or alternative route certification on student p erformance in
either mathematics or science, as compared to teachers who acquire standard
certification.

Teacher coursework in both the subject area taught and pedagogy contributes to positive
education outcomes. Pedagogical coursework seems to contribute to teacher effectiveness

5
at all grade levels, particularly when coupled with content knowledge. The importance of
content coursework is most pronounced at the high school level. While the studies on the
field experience component of teacher education are not designed to reveal causal
relationships, they suggest positive effects in terms of opportunity to learn the profession
and reduced anxiety among new teachers.

Given that many dimensions of teacher characteristics matter preparation in both

pedagogic and subject content, credentials, experience and test scores the findings from
the literature imply that there is no merit in large scale elimination of all credentialing
requirements. Nor are improvements in teacher quality likely to be realized through the
status quo. Rather, teacher policies need to reflect the reality that teaching is a complex
activity that is influenced by the many elements of teacher quality. Most of the research
does n~ seek to capture interactions among the multiple dimensions of teacher quality
and as a result there are major gaps in the research that still need to be explored. Nor does
the research fully address evidence about teacher quality at the elementary and middle
school levels, in subject other than mathematics, or among different populations of
students (such as high poverty, English language learners, or special education).

In opposition to those who propose to eliminate all requirements for entering the teaching
profession this analysis supports a judicious use of the research evidence on teacher
characteristics and teacher effectiveness. The evidence indicates that neither an extreme
centralized bureaucratization nor a complete deregulation of teacher requirements is a
wise approach for improving teacher quality. What holds a great deal more promise is
refining the policies and practices employed to build a qualified body of teachers in
elementary schools middle schools and high schools for disadvantaged special needs and
advantaged students and for math, science, languages, English, social studies and the arts.

Education policy makers and administrators would be well served by recognizing the
complexity of the issue and adopting multiple measures along many dimensions to
support e xisting teachers and to attract and hire new highly qualified teachers. The
research suggests that investing in teachers can make a difference in student

6
achievements. In order to implement needed policies associated with staffing every
classroom even the most challenging ones with high quality teachers, substantial and
targeted investments must first be made in both teacher quality and education research.

Teacher education refers to the policies and procedures designed to equip teachers with
the knowledge, attitudes, behaviors and skills they require to perform their tasks
effectively in the school and classroom.

Teacher education is often divided into:

Initial teacher training /education (a pre-service course before entering the classroom as a
fully responsible teacher) induction (the process of providing training and support during
the first few years of teaching or the first year in a particular school teacher development
(CPD) (an in service process for practicing teachers)

According Benjamin (1990), the concept of 8-4-4 system that a teacher undergoes is
aimed at responding to the challenge of national development and the participation of the
teachers in development. The other principle that guides the system is the technical and
vocational training for teachers. The emphasis on technical and vocational education
ensures that the teachers graduating at every level have practical knowledge that can be
utilized for either self employment or for further training.

Sifuna (1990) lays emphasis on continuous assessment as an integral part of evaluating

teacher’s abilities and achievements. This means that the teacher’s future is determined
by both continuous assessment as well as final examination. It’s the prerogative of
teachers to improve in their examinations as this create more room for promotion
increased opportunities for further training this ensures that fund invested in education
are not last through dropouts who have neither useful education nor opportunities to
improve what they’re already learned.

Abagi (1999) continue to say that education objectives in Kenya can only be achieved
through what is taught and how it is taught. It is through the subjects that are learned that

7
teachers are able to develop their skills to the full. The courses offered in the school
system are designed developed to give teachers useful skills through practical subjects.

Like a fly other profession, teaching is also afflicted by problems within the system as
stated by Sifuna (1990).Midway to the Millennium Development Goals set in 2000;
several West African countries have made vast efforts to achieve universal education and
gender parity in primary schools by 2015. But education officials and teachers unions
say the push for increased access to education has come at a cost. \~Vhile enrollment
numbers have improved, retention and graduation rates remain a serious problem and in
some cases have even decreased.(Sifuna, 1990)

Officials in many West African countries say tens of thousands of unqualified teachers
have a lot to do with it. In Senegal, teachers training have been reduced from four years
to six months and in some cases does not even exist. Teachers are put directly into the
classroom and trained during the holidays said Alpha Oumar Diallo secretary general of
the union of professors of Senegal (SYPROS). In Guinea “we recruit peanut vendors and
woodworkers as teachers” said Louis M’ Bemba Soumah, secretary general of the union
of teachers and researchers in Guinea (SLEGG). “It has completely screwed up the
education system”.

Effective training for teachers in urban schools should begin from and be based upon an
analysis of teacher work success. The major steps in the development of a success —

based teacher training program (both pre service and in service) are (1) locate the
educational settings where successful teacher practices are evident (2) study the teachers
instrumental in providing the desired outcomes (3) analyze and synthesize the data (4)
develop training process for the skills and knowledge needed and (5) conduct follow up
evaluations (Lezotte, Lawrence W. 1980).

Two fundamental assumptions of this “backward planning model” are that the criteria for
judging teacher work success can be agreed upon and that application of the success
criteria can yield positive results. Other suggestions for improving preservice teacher

8
education are that teacher education curricula should build on student’s prior knowledge
and should be tailored to round out teacher candidate’s preparation (Barrie, 1999).

Increased attention should be given to group instructions for the prospective teacher’s
sense of efficacy. In service teacher education programs should be treated quite
separately from preservice since the challenges and contextual realties are different.
Effective in service training is organized around as many teachers as possible within an
individual school and demands considerable commitment of time and dedication.(Boe, T,
1989)
2.2 WHETHER TEACHERS QUALITY IMPACTS ON ACADEMIC
PERFORMANCE
In contrast to the approach used by Darling —Hammond, which equates teacher quality
with specific qualifications, Rivkin, Hanushek, and Kain (1998) identify teacher quality
in terms of student performance outcomes. Their research identifies teacher quality in
terms of student performance outcomes. Their research identifies teacher quality as the
most important school-related factor influencing student achievement. They conclude
from their analysis of 400,000 students in 3,000 schools that, while school quality is an
important determinant of student a chievement, the most important predictor i s teacher
quality. In comparison class size, teacher education, and teacher experience play a small
role.

Hanushek (1992) estimates that the difference between having a good teacher and having
a bad teacher can exceed one grade-level equivalent in annual achievement growth.
Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single most
important factor effect of teachers on student achievement are both additive and
cumulative. Further, they content that lower achieving students are the most likely to
benefit from increases in teacher effectiveness. Taken together, these multiple sources of
evidence - however different in nature- all conclude that quality teachers are a critical
determinant of student achievement. In the current policy climate of standard- based
reform, these findings make a strong case for gaining a better understanding of what
really accounts for these effects. In other words, what is teacher quality?

9
The resource —intensive nature of teachers coupled with the empirical evidence
documenting the critical role of teacher quality in realizing student achievement implies
that teacher policy is a promising avenue towards better realizing goals of efficiency
equity and adequacy in public education. Indeed recommendations for reforming the
preparation of teachers have become commonplace in reports aimed at improving public
education?

The resource intensive nature of teachers coupled with the empirical evidence
documenting the critical role of teacher quality in realizing student achievement implies
that teacher policy is a promising avenue towards better realizing goals of efficiency,
equity, and adequacy in public education. Indeed, recommendations for reforming the
preparation of teachers have become commonplace in reports aimed at improving public
education (Bush 1987).

For instance almost two decades ago in its call for improved teacher preparation, the
National Commission on Excellence in Education (1983) stated that “teacher preparation
programs are too heavily weighted with courses in educational methods at the expense of
courses in subjects to be taught”. The Carnegie Foundation for the advancement of
teaching recommended that teacher education programs require a 3.0 grade point average
for admission and that teachers complete courses in an academic core subject in four
years before spending a fifth year learning about education (Boyer 1983).

Likewise, the Holmes Group (1986) advised that all major universities with substantial
enrollments of preservice teachers (i.e. those who are preparing to enter the teaching
profession but who are not yet classroom teachers) should adopt the four-year liberal arts
baccalaureate as a prerequisite for acceptance into their teacher education programs. A
decade later the National commission on teaching and America’s future proposed major
changes in teacher preparation and licensure recommending that authority over these
matters be shifted from public officials to professional organizations (NCTAF 1996).

/~_ ~_~11~

V
10 ~ ~f~3~5 \~
2.3 FACTORS AFFECTING TEACHERS QUALITY
Gender inequality
(Sifuna, 1990) found out that the general status of the education and training of women
tends to, p rogressively log b ehind that o f men at higher 1 evels of education. Enrolment
figures for various levels of education are shown in the table below.

ENROLMENT FIGURE BY GENDER: 2008

LEVEL OF EDUCATION MALE FEMALE TOTAL
PRIMARY 11,000 8,700 19,700

SECONDARY 9,000 6,000 15,000

GOVERNMENT UNIVERSITIES 13,400 7,500 20,900

Source; primary data (2008)

Sifuna (1990) goes on to state and give reasons for the gender inequality in this profession
the reasons for low enrolment of women teachers as compared to that of men are:
Pre- marital pregnancy, early marriage, limited incomes whereby families are unable to
send all their children to school. Such families prefer to educate boys and let girls stay at
home. After all when the girls get married they will go to benefit other families and not
their own.

Cultural or religious reasons in some communities are factors affecting teacher’s quality.
Domestic chores b y girls which interfere with s uccessful c ompletion o f homework, and
hence dropping out of school due to negative parental influence

Refusal by girls to attend school due to peer pressure group.There is fewer secondary
school places available to girls than to boys. Teacher training institutions have more living
accommodation for men than for women.

11
Sifuna (2003) also puts blame on the society for the low enrolment of women teachers;
over the years they say Kenya society has placed identifiable sex roles on its people.
Women and men have specific roles in the society. Women are expected to take care of
their families and their husbands for this reason; any duty which takes a woman away from
her home for long hours, Days or months will not be easily accepted by the society. Even
when the woman has all the initiative and drive, she is faced with c onflict, which may
inhibit her full participation as a teacher. This may lead to frustration and thus impair her
effectiveness and efficiency.

World Bank (2001) report takes a critical look at African culture which is also to blame for
the inequality the African woman has been stereotyped into a system of benefits and
patterns of behavior that are not conducive to competing with her male counter parts they
cite an example by saying that some years back a mature woman who was not married but
had a successful career was held rather negatively. She was expected to be a leader in her
community. A w ell educated woman was far worse off as she has additional stigma. A
divorced woman though academically successful is also regarded with suspicion. This is
never the case with women.

Another reason of great concern is attitudes and beliefs. Attitudes play a very important
role in human behaviour. If a woman teacher has a negative attitude towards herself and
her profession and responsibility, she’s likely to p erform p oorly. Inc ase off a man s ays
Kipkulei (1990) the wife will in most cases encourage and boast his morale. A woman who
allows herself to suffer from inferiority complex, through conditioning is bound to miss
opportunities for promotion advancing her career. The society does not encourage women
enough.

Lack of positive role models

Boys get more opportunities to attend school than girls who are molded to become good
wives and mothers. This trend continues even in this era of gender equality therefore there
are fewer women who qualify for s ome educational advancement but they are not in a

12
position to do so. Even the few women who are qualified fail to act as models because of
their upbringing and other environmental influences.

Admission policies and criteria

The policy governing entry into the facilities of education in any of the institution is not
universal. Such policies when looked into should focus on the need to provide the country
with adequate supply of teachers who posses the desired intellectual qualities. Above all,
the policy should emphasize the professional competence in terms of knowledge and skills
possessed by the teachers. The admission into the facilities of education in Kenyan
institutions has no policy guidelines for admission to teacher preparation, those who may
lack of some formal academic requirements.

Mismanagement of teachers training colleges

Many colleges are government maintained institutions therefore the only source of funds
for the colleges is the annual grant given by the Ministry of Education. If the funds are in
appropriately used the c olleges are faced with shortages of teaching facilities which are
essential for effective learning (MOEST, 2003).

Coclough (1986) observes that another defining factor a ffecting teachers c olleges is the
failure of governance they state that the incapacity of several administration department of
education to set the agenda for their systems perform their tasks in a business like way ad
give inadequate professional support to their institutions of learning within the institutions
such failure have a drastic effect in the long —run. They open wide the gate to corruption
and indiscipline in the end, they undermine good teaching and 1 earning on professional
challenge. The situation is worsened if governing authorities are ineffective in such
circumstances they are unable to fulfill their essential role of good governance of he
interests of the institution they have been appointed to serve.

Low Teachers Morale

Coclough (1986) takes a critical look to another problem afflicting the profession which is
low teacher morale. They continue to say that the morale of teachers in many training

13
institution is iow. The authors noted that many training teachers have been demoralizes by
the uncertainty and distress of rationalization and redeployment. Training teachers have a
reasonable expectation of stability and job security.

Another reason is the vulnerability of teachers in these training institutions to crimes of

trespass, v andalism, c arrying and using weapons, drug dealing, rape, s exual abuse and
—

other forms of physical assault whether committed inside or outside the gates, such
outrages create insecurity and fear and destroy the basis of a learning community.

Many training teachers may suffer a more subtle form of demoralization if they are not
professionally equipped or resourced to cope with the new demands that are being made of
them. Although the problems affecting these colleges may be avoided, the authors give the
following remedies to be undertaken to save the situation before it run- out of hands.

Incase ofadmission policies and criteria Abagi(2000) recommend that there is need for
screening at the a dmission level so that those who j oin have evidence o f possession of
personal qualifies likely to help the persons concerned to become worth’s members of the
profession since the age of rapid expansion of educational enrolment has gone the
enrolment in facilities of education is now stable it is therefore worth including in the
policies admission the need to refer to the background of the applicants their interest
professional preference and conduct as a condition for admission.

The current practice of pegging admission on the previously established capacities should
be reviewed in all training institutions so that those who get admission should be the
people with willingness to serve as teachers to the various public and private schools.

Failures of governance and management they stipulate that the may come in various forni
they advise management to set agenda for their system perform their tasks in a business
like manner and give adequate professional support to their institutions of learning.

14
They should realize that mismanagement open wide the gat to corruption, fraud and
indiscipline they sap the morale of conscientious staff and in the end they undermine good
teaching and learning. To curb the vice Abagi (2000) encourages the management
concerned to punish those abetting the vices accordingly of the punishment to be
undertaken may include:
i) Suspension:- they recommend that a time span of 3 to 4 weeks is enough for
the culprits to have learned from their mistakes.
ii) Demotion: As not many training teachers would want to b e relegated, they
would do all their levels best not supporting such vices.
iii) If there is concrete evidence showing that some of the teaching staff in these
institutions has greatly mismanaged the institution resources she/he should be
expelled.
With the above measures taken into consideration, there is little or no room for
mismanagement as everyone want to save his own skin or face the dire consequences of
either remaining jobless or tainting his reputation.

Boosting of Teachers Morale

Sifuna (2003) notes that low morale is caused by the uncertainty and distress of
rationalization and deployment. The give a lasting solution by challenging the concerned
authority (the government) to ensure that once the teachers are through with their learning
they are in a position of acquiring a stable ob in this profession thus enhancing their skills
as teachers. With this the government is put to task to ensure that there are enough schools
in the country not to render this graduate jobless.

Insecurity is another factor that lowers the morale of training teachers once the teachers
realize that the institutions that they are learning in are not conductive their morale tends to
below.

15
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION
This section focused on the methods and ways that the researcher used in carrying out the
study. It included the research design, target population, sample technique and size,
research procedure and data analysis techniques. It described the nature and pattern the
researcher followed.

3.1 RESEARCH DESIGN

The study used Descriptive research design. This enhanced the researcher to obtain a better
understanding of the effects of quality teaching staff on student’s performance. The
method chosen allowed a collection of comprehensive intensive data and provided an in~
depth study on the topic understudy.

3.2 TARGET POPULATION

The study concentrated on the teachers and students from Meru teachers college. The
students helped to give an overview of the challenges and difficulties experienced in the
teaching of pupils at school .The management and teachers aided in investigating how their
operations are hampered.

3.3 SAMPLE SIZE AND PROCEDURE

3.3.1 SAMPLE SIZE

The population under study comprised 50 students, 15 teachers and 5 administrators of the
schools in the select sample of respondents.

3.3.2 SAMPLING PROCEDURE

The respondents were selected in a largely random manner, but with regard to their
individual’s ability to provide the type of information sought through each research
instrument. The students targeted helped in investigation on the hurdles they face from
incompetent teachers in school.

16
The teachers, as well as the school administrators helped in giving a better understanding
on the impact of quality teaching staff on the academic performance of students. This was
measured in several dimensions such as better academic performance.

3.4 DATA COLLECTION METHODS

The data in this study was collected using interviews and through questionnaires.
Interviews were in form of face to face. This was suitable for the top administrators, who
were busy and had no time to read the questionnaires. This also created room to get
sensitive information which the top management were unwilling to put it in paper.
The questionnaires were administered to teachers and students. The questionnaires
provided a set of well typed questions with relevant question to the study. They also had a
brief introduction which familiarized the respondents filling the questionnaire how to
answer the questions posed by the researcher.

It contained closed and open ended questions exploring on all areas concerning teaching
staff. They were distributed through hand delivery and collected back on agreed date.
The respondents were assured of confidentiality of all information they gave because the
study was scholarly.

3.5 DATA ANALYSIS AND INTERPRETATION

This fragment involved the organization, interpretation and computation of the data that
will originate from the field of the study. The data was analyzed from the contents of
interviews and questionnaires. It was analyzed appropriately with fact and figures arranged
in a chronological manner, which included frequencies, percentage, and average resulting
from the comparison of interviews and questionnaire results. After data analysis the data
was organized and classified according to the research objectives and later presented using
pie charts, bar graphs, tables, and line graphs.

3.6 RESEARCH PROCEDURE

The researcher had an introductory letter from the University and presented it to the area
authority to obtain permission for study. This gave directive to the local administrators at

17
grass root level for acceptance. After acceptance by the authorities the major task of
collecting data will begun immediately.

3.7 LIMITATIONS OF THE STUDY

In conducting this study, a number of challenges were encountered, including:
> Non-availability of Some of the Respondents — due to the after effect and
displacement caused by post-election violence in the country
> Attitudes Towards the Exercise — Some respondents were unwilling to freely share
the information (especially negative information). This was mainly true at the local
level because of fear of not knowing whether the information could go to their
superiors with negative repercussions.
Nevertheless, the researcher tried and overcame these limitations to collect sufficient and
representative data to reach the conclusions made.

18
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTEPRETATION

4.0 INTRODUCTION
This chapter analyzed the data obtained from the field. The researcher used frequency
table, and percentage as away of presenting and analyzing the data.
4.1 Responses to what is the extent of teacher quality in Kenya
Table 1: Responses to what is the extent of teacher quality in Kenya.

RESPONSE FREQUENCY PERCENTAGE

Yes 4 57

No 3 42

Total 7 100

Source: primary data (2008)

Out of 7 respondents 57 percent said that the quality of teachers in Kenya was being
compromised by different factors, 42 percent said the quality was up to standard

4.2 Response on whether teacher’s quality impacts on academic performance

Table2: Response on whether teacher’s quality impacts on academic performance

RESPONSE FREQUENCY PERCENTAGE

NO 6 86

YES 1 14

Total 7 100

Source: primary data (2008)

Majority of response represented by 86 percent indicated that the quality of a teacher had
a great impact on the academic performance of students in that a more qualified teacher is
in a better position to disseminate the right information, while 14 percent indicated that

19
 students are not affected by the teaching quality because a teachers role at secondary
level is merely that of a facilitator.

4.3 Response on whether there are factors affecting teacher’s quality

Table 3: response on whether there are factors affecting teacher’s quality

RESPONSE FREQUENCY PERCENTAGE

YES 4 57

NO 3 43

Total 7 100

Source:primary data(2008)

57% of the respondents said that there were factors affecting teacher’s quality which inter
alia included poor training, while 43% of the respondents said that the factors were
minimal.

4.4 Response on what is the extent of teacher quality in Kenya.

Table 4: Responses to what is the extent of teacher quality in Kenya

RESPONSE FREQUENCY PERCENTAGE

YES 6 86

NO 1 14

Total 7 100

Source: primary data (2008)

Majority of the students respondents represented by 86 percent indicated that most

students did not see there teachers as having the required quality. While 14 percent
indicated that the quality of the teachers was up to standard.

20
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0 INTRODUCTION
In this chapter an attempt is made to discuss the findings and come up with conclusions
and the recommendations there to.

5.1 DISCUSSIONS
Kerry and Wilding (2004), Teddlie and Reynolds (2000) and Teddlie et al. (2002) argued
in favor of teachers’ teaching style and their effectiveness in relation to their academic and
professional qualification. Teddlie and colleagues stated that professional teachers who are
as well academically qualifi~d as they are professionally qualified are uniformly skilled in
lesson presentation. Teddlie et al. began with an overview of what was to be accomplished:
presenting lessons in a variety of manners, soliciting and answering questions and
providing opportunities for guided individual practices (Teddlie et al. 2002).

Highlighting the need for academic level improvement and professional development,
Teddlie and Reynolds (2000) see the maximizing of class time, successful grouping and
organization of students, exhibiting best teaching practices and the adopting of these
practices to a particular classroom, and the factors that determine the process of effective
teaching as the products of higher academic and professional qualification. This is true
because when one is highly educated in his or her subject matter, it increases the chances
of effective teaching and learning procedures.

The interview transcript alsg revealed that school principals are aware of the difference it
makes if highly qualified teachers are employed to handle instructional processes in
schools. For students to attain high academic success the assistance of professional and
highly academically qualified teachers is required. However, Teddlie and Reynolds are of
the opinion that a good teacher must be equipped professionally to carry on effectively in
the teaching job. They further added that a teacher who aspires to study further acquires
additional knowledge, which is why one does not expect a master’s degree holder
to perform at the same academic level as a diploma holder.

22
Similarly, the interview transcript of supervisors revealed that teachers who possess higher
academic qualifications and are professionally qualified teachers perforrri better in terms of
educational research because they have a wider sense of teaching. However, they
concluded that professionally trained teachers are better equipped in instructional
processes, unlike those who do not have professional teaching qualifications. They believe
that professional teachers are considered to better manage educational problems and solve
them more effectively.

It was suggested in this study according to education effectiveness researchers (Scheerens,

2000; Creemers, 2001; Hämäläinen & Jokela, 2003) that professional training of teachers
should not be undermined. That is, teachers ought to be professionally competent before
they can be called expert in their job. The disparities in the means of the respondents’
answers to this research question threw some expression on the direction education should
follow.

This study observed that academically unqualified teachers are unskilled and as such not
competent to carry out effective instructional processes. The incompetent teacher does not
know how to react to threatening situations in the classroom when they arise. Thus, they
are ‘skilled incompetent’. Probst and Buchel (1997) writing on the balTiers to learning
cited Argyris as saying that people dislike losing control over their actions and like to be
praised when they have done well. Nevertheless, when a threatening or painñil situation
arises, there is always the danger of losing control or not being praised. Most untrained
teachers therefore, follow a theory of action which says that they must stay in control and
remain master of the situation. To stay in control, they often have to tell lies or invent
stories so as not to lose face. The mechanisms they use to stay in control or to conceal
painful and threatening situations have been termed ‘skilled incompetence’. Probst and
Buchel (1997) defined skilled incompetence as the use of strategies based on theories of
action aimed at avoiding loss of face. Thus explanations, distortions, inexactitudes,
omissions, excuses and so on are skillfully deployed in the interests of keeping what one
has.

23
Probst and Buchel further maintained that problems which are threatening or potentially
embarrassing to the incompetent teacher are counter productive by defensive styles of
argument which leads to misunderstandings, distortions, silences and concealments which
in turn leads to errors in teacher-student interaction.

The results of this kind of behavior are generally not intended by the teachers but have
arisen as a result of the deficiencies in his or her inability to apply the various forms of
teaching methodology that enhance teaching and learning. It is always counterproductive
and it takes no less than seconds, which means that it is usually unconscious and difficult
to control (Probst & Buchel, 1997).

Professional competency researchers (Short, 1984; Stoof, 2005) have argued that the
competence of professionals derives from their possessing a set of relevant attributes such
as knowledge, skills and attitudes. These attributes, which jointly underlie competence, are
often referred to as competencies. To be precise, competency is a combination of attributes
underlying some aspects of successful professional performance though the attributes of
individuals do not in themselves constitute competence (Eraut, 1994).

The above discussion shows a correlation between professional training and competence.
Eraut (1994) acknowledged that education entails not just the accretion of knowledge but
the constant structuring and restructuring of knowledge and cognitive skills. It involves the
ability of a teacher to acquire information by talking to students and interpreting the
importance of the information obtained to achieve results from the students. It also
involves the ability to use specialized procedures and techniques to effectively affect
student’s developmental processes.

The interview data also shows strong support for these arguments. Professional training of
teachers teaches the skills, rudiments, and techniques that will affect teaching, and which
bring about effective application of curriculum in schools, preparation of effective lesson
plans and thus, create a great deal of professional competence. They scored 5 as shown in
table 5.2.2. Other interview findings such as the application of professional ethics,
effective utilization of instructional process, and the development of effective evaluation
methods are essential products of professional training and they scored 4. Therefore, it was
concluded that teachers’ pedagogical training results in professional competencies. In all,

24
Stoll and Fink (1996) argued that there exists links between teachers’ professional
development and students’ academic improvement.

5.2 SUMMARY OF MAJOR FINDINGS

The discussion of the major findings follows the main research objectives of the study.
These objectives were met by reviewing related literature in the field of teacher education,
school effectiveness and improvement and teachers’ teaching related competencies. In
short, the data collected and its subsequent analysis yielded the following eight major
findings:

1. Teachers with higher academic qualification are more effective than teachers with lower
academic qualification. Higher academic qualification is regarded as part of teachers’ work
role for advancement because it improves their work production.

2. Teachers’ professional training improves their job effectiveness and competencies.

Professional competency is the result of possession of sets of relevant attributes such as
knowledge, skills and attitudes. Competency is a combination of attributes underlying
some aspect of successful professional performance.

3. Teachers with professional qualification motivate students to study harder, and they
demonstrate familiarity with co-teachers thereby motivating co-teachers to work
effectively. The application of the wise use of punishment is seen to be part of professional
teaching and it is similarly shown from this study that professional teachers guide co
teachers on how to plan and carry out their job effectively.

4. It is evident from the results of this study that the respondents have positive attitudes
towards professional development with particular reference to how teachers apply various
instructional techniques to achieve instructional objectives. This study showed that
successful methods of instruction, or those that lead to greater students’ achievement, are
mastery learning with an emphasis on reinforcement and feedback, cooperative learning,
personalized and adaptive instruction, effective time and classroom management,

25
application and the use of contemporary knowledge, longer wait time and good
questioning techniques.

5. Professional teachers tend to employ and use appropriate evaluation methods more than
untrained teachers. Examples of these methods are the construction of various evaluation
instruments, the use of evaluation data to improve job situations, keeping records of
individual students accurately and assessing students’ behavior effectively.

6. There are significant differences in the job effectiveness between trained and untrained
teachers.

7. There are significant differences between trained and untrained teachers’ effectiveness
in their methodological competencies such as individual teaching methods, problem-
solving methods and the dramatization of teaching situations.

8. There are significant differences in the effectiveness of professional and non

professional teachers in the area of material utilization competencies.

This study agrees that professional accountability is likely the best option in helping
Kenya’s educational system to move ahead and professional accountability is preferred the
world over to foster educational development.

5.3 IMPLICATION OF FINDINGS

In light of the findings derived from this study, it may be concluded that: teachers should
in fact be knowledgeable in their subject areas, possess teaching skills, and have general
knowledge bases. They need not be geniuses, but they need plenty of practical judgment
and common sense. Learners do not expect their teachers to have an extraordinary
memory, but they do expect them to be able to think in the right direction.

26
It is impossible for teachers to become adequately proficient in performing all the diverse
duties of teaching through academic training alone. Extreme competencies such as
methodological, motivational, material utilization, instructional, teaching evaluation and
interaction process are prerequisites for excellent job performance. These skills can,
apparently be learned as the respondents strongly believed that the ability to teach
diligently is not in-born.

However, the ability to teach with enthusiasm may be both natural and acquired.
The natural aspect of teaching only serves as a foundation of or basis for sound
professional acquisition. Thus, the in-born aspect of teaching is only a natural inclination
toward teaching. Therefore, an effective teacher is not one who simply shows interest in
teaching, but a teacher with the intellectual skills to see him through.

From this study, it is expected that trained teachers should and will continue to do better
than untrained teachers. As a result, being extremely competent and having great facilities
in a job are what actually matters because professional teachers are experts in their field,
and as professionals they pass instructions to students and are expected to judge on the
examination day if students have gained the required skills. The feedback teachers are
given regarding their effectiveness can be used to guide future teaching and to give a class
some indication of their progress.
However, one of the most neglected aspects of explicit evaluation is self evaluation.
Ideally and logically, this should precede all other forms of evaluation.

Self-evaluation can assist the teacher in improving the educational experiences he or she
provides for his or her students, and to identify the professional education he or she needs
to develop his or her capacity to teach well. In a natural setting, a teacher should take a
regular review of where he or she is in teaching the subject. Formative evaluation gives a
snapshot of learning at any particular point and allows for adjustment as much as possible,
thus encouraging teaching competencies.

27
Another very important aspect of education that has failed to be given due care in Kenya is
in the area of the motivational competencies of co-teachers. Co-teachers’ review is a
process of gathering information and evidence about the effectiveness of the
teaching/learning process and the educational environment. The purposes include
providing assurance that students are able to achieve what the course requires them to
achieve and to improve teaching practices. Co-teachers offer the capacity to critically
review and improve enhanced teaching through the exchange of ideas. To resort to and
provide constructive critical co-teachers’ feedback about teaching, teaching should be
regarded as a fundamental aspect of the academic role of teachers, and they are a valuable
source of formative feedback on whether goals are achieved.

For the most part, teachers’ professional competencies and their relationship to teaching
quality and school improvement cover an area of increasing importance in educational
policy and practice. Teachers’ competencies have become a focal point for motivation and
commitment among both new and experienced teachers in the West as well as their
research literature. I expect that this should spread to developing countries especially in
Sub-Saharan Africa.
The findings in this dissertation are particularly helpful not only to practicing teachers, but
also to all those involved in research on teaching, policy making, educational planners and
those who work in initial teacher education programs and in-service teacher education in
developing countries.

5.4 CONCLUSIONS
This research has outlined teachers’ complex role and explicitly stated the significance of
the need for professional and academic development in the education community. The joy
and enthusiasm observed in this study led me to think that using professionally competent
teachers in the teaching and learning process may be a very good course of action, not only
because the students will enjoy the instructional activities, but because they are valuable
factors that will enhance the intellectual growth of both the teachers and the students.
From the study, it was gathered that higher academic qualification improves teachers’ job
effectiveness. Arene (2001) and Bosmart (2003) share the same opinion when they state

28
that teachers’ higher academic qualification helps to broaden their knowledge.
Correspondingly, Aghenta (1999) and Lloyd (1998) acknowledged that higher academic
qualification is obligatory in job effectiveness; good teachers must have sound knowledge
of the subject they teach.

5.5 RECOMMENDATIONS
I seek to recommend the instantaneous revitalization of schools and the education of
teachers through teacher education programs. According to Owens, work towards this goal
is guided by three basic principles:
• Programs for the education of the nation’s educators must be viewed by institutions
offering them as a major responsibility of society and must be adequately supported and
promoted and vigorously advanced by the institution’s top leadership.
• Programs for the education of educators must enjoy parity with other professional
education programs, full legitimacy and institutional commitment, and renewal for faculty
geared to the nature of the field.
• Programs for the education of educators must be autonomous and secure in their borders,
with clear organizational identity, constancy of budget and personnel, and decision-making
authority similar to that enjoyed by the major professional schools (Owens, 2004).

5.6 SUGGESTIONS FOR FURTHER RESEARCH

Due to funding and logistic limitations, this project was conducted as a pilot study that
utilized a small sample size, relatively short time duration, and a convenience sampling
technique. It is suggested that a follow-up study should be carried out over a longer time
span (about 15 weeks of instruction), and that the study should use a much larger sample
size, and if possible, adopt randomization procedures in sample composition.

A sufficiently large sample would make it possible to include a sizeable number of

teacher’s participants in the study such that more hypotheses could be built into the
research design. For example, it would be interesting to investigate both the possible effect
of teacher’s remuneration on their performance.

29
 REFERENCES
Abagi, 0 ET. al.2000, Implementing the Report of the Commission ofInquiry into the
Education System of Kenya (The Koech Report): Realities, Challenges and
Prospects, Nairobi, Institute of Policy Analysis SR No. 03/2000.

Abagi, 0.1999, Education for the Next Millennium in P. Kimuyu, M Wagacha and 0.
Abagi (eds.) Kenya’s Strategic Policies for the 21st~ Century: Macro and Sectoral
Choices, Nairobi, Institute of Policy Analysis & Research.

Abagi, 0.1998, Status ofEducation in Kenya: Indicators for Planning and Policy
Formulation, Nairobi, Institute ofPolicy Analysis & Research.

Abagi, 0.1997, Public and Private Investment in Primary Education in Kenya: An

Agenda for Action, Nairobi, Institute of Policy Analysis & Research.

Abagi, 0. et all 993. Household Factors as Determinants of School Particzpation of

Girls in Kenya: The Case of Nairobi and Siaya District. Nairobi, African Academy of
Sciences.
Benjamin k.Kipkula (eds.)1990, initial and continuing educationfor teachers,Nairobi.

Boe, T,1989, the next step for educators and the technology industry, investing in teacher
educational technology.

Coclough, C. 1986, Primary Schooling and Economic Developmen4 Washington World

Bank Staff Working Paper No. 399.

Deolalikar, A. B.1999, Primary and Secondary Education in Kenya: A Sector Review,

Nairobi.
0

Ministry of Education Science and Teclmology, 2003, Free Primary Education: Every
Child in School. Nairobi.

30
Republic ofKenya, Economic Survey, 2003, Nairobi, Government Printer.2004

Sifuna, D. N.,1990, Development ofEducation in Africa: The Kenyan Experience,

Nairobi, Initiatives Ltd.

Sifuna, D. N. 1986, The Vocational Curriculum in Primary Education in Kenya: An

Evaluation, Prospects, Unesco, Quarterly Review of Education Vol. 16 No.

Sifuna, D. N. 2003 The Pastoralist Communities and Free Primary Education in Kenya:
A Preliminary Survey, Nairobi, MoEST, and Action Aid-Kenya 2003.

World Bank, 1990, Primary Education: A World Bank Policy Paper~ Washington D. C.
The World Bank World Declaration on Education for All, 1990, Education for All
and Programme of Action, New York.

31
APPENDIX I

BUDGET
NO. ACTIVITY COSTS
Kshs Ushs
1. STATIONARY 4,000 100,000
2. TYPING AND PRINTING 2,500 62,500
3. TRANSPORT 3,500 75,000
4. MEALS 2,000 70,000
5. PHOTOCOPY 1,500 37,000
6. INTERNET AND AIRTIME 1,000 25,000
7. MISCELLANEOUS 5,000 125,000

TOTAL 19,500 494,500

32
APPENDIX II

TIME FRAME
ACTIVITY PERIOD OUTPUT
Proposal writing 17/4/08-24/4/08 Proposal submission for approval
Field customization May 2008 initial information collection
Developing instruments May 2008 Developing of instruments
Data collection June 2008 Coding and entering of data
Data analysis July 2008 Analyzing and interpretation of data —

Preparation of report August 2008 Submission of dissertation

33
 APPENDIX IV

QUESTIONNAIRE ON THE IMPACT OF QUALITY TEACHING STAFF ON

BETTER PERFORMANCE OF STUDENTS IN KENYA
My name is FAITH K MATHIU, a student from Kampala international university
(K.I.U.), Institute of Open and Distance Learning.
I am collecting data in relation to impact of quality teaching staff on academic
performance. The information given will be treated with utmost confidentiality and will
be used for academic purposes only.
TICK WHERE APPROPRIATE
PART ONE: BIO-DATA FOR RESPONDENTS
A) Sex:
El
Male
ElFemale

B) Age
Age bracket Tick where appropriate
12-16 years
18-25 years
26-30 years
3 1-35 years
3 6-40 years
41-45 years
46 years and above

C) Education level
Please indicate your educational level
Educational/professional level Tick where appropriate
Primary education
Secondary education
Tertiary/college level
University level

35
PART TWO: FOR STUDENTS
TICK WHERE APPROPRIATE

1) Is student’s performance influenced by teacher’s competency?

2) What ways can you evaluate teachers performance?

3) How can the government ensure teachers competency? Comment

4) In your own opinion what measures should be put in place to ensure sustainable
teacher quality?

THANKS

36
 Kampala International University
Institute of Open and Distance Learning
P 0 Box 20000 Kansanga, Kampala, Uganda
256 41 373 4981 256 41 373 889 (Ug) 254 20246275 (Ke)
e-mail: efaqbamiye(a~VahOO.COm Tel: 0753142725

~ff~ce of the Director

LO WHOM IT MAY CONCERN:

Dear Sir Madam.

RE: INTRODUCTION LETTER FOR MS[MRS/MR...~! ~

REG. # ~

The above named is our student in the Institute of Open and Distance Learning (IODL),
pursuing a DiplomalBaChelOrS degree in Education.

He she wishes to carry out a research in your Organization on:

I~ ~ ~D~cJ~ c~c ~~C-~E \~~-Eac

&~ ~T€~P, ~ L~t’ ~i4CE~ (~ ~ipLLç ~ ~LtE3’~f~

ç~ç- c-c~4J f\C~rtE~l-S ~ CO~~LE~~

The research is a requirement for the Award of a DiplomalBachelOrs degree in Education.

Any assistance accorded to him/her regarding research will be highly appreciated.

Yours Faithfully,

MUHWEZI JOSEPH
HEAD, IN-SERVI~