European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 2 │ 2017
doi: 10.5281/zenodo.286696
TUTORS’ FACTORS INFLUENCING QUALITY IN
PUBLIC PRIMARY TEACHERS TRAINING COLLEGES
IN RIFT VALLEY, KENYA
Benjamin K. Koskeii, Joseph K. Kilel
Kenyatta University and Moi University, School Of Education, 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.
Keywords: tutors factors, quality and teachers training college, primary education
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
347
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
1. Introduction
Teacher Education is an important component of education as it influences all aspects of
education (Kafu, 2011). The aspect of quality education and by extension the quality of
teacher training has not been a key factor in the education spheres worldwide
(UNESCO, 2007). There is no uniformity in training tutors. However, some countries
like Ethiopia, Namibia and USA have both formal and informal continuing professional
development programs for teacher educators combining college-based learning, MOE
(2011). The United Nations Millennium Declaration s commitment to achieve UPE by
2015 was directly and simply set without explicit reference or regard to quality
(UNESCO, 2007). This skewed approach has negative impact on the quality of training,
teaching and learning in all levels of education including Primary Teacher Training
Colleges.
Since independence, there have been commissions and strategic plans and
policies on education with specific highlights on teacher quality. They include Ominde
Commission of 1964, which observed that the provision of well educated, competent,
respected and contented teaching force is by far the most important contribution the
government can make to schools in Kenya. The Gachathi Report of 1976 pinpointed that
there was need to improve the quality of teachers and teacher education by giving
priority to mathematics, science, language, art, music, home science, agriculture and
science in recruitment for training as teachers. The Kamunge Report of 1988
recommended that students for pre-service primary teacher training programme be
recruited from candidates who choose teaching as a career and be admitted to teachers
colleges following the completion of secondary education. The Master Plan on
Education and Training (MPET) of 1998 emphasized that there was need to improve
teacher quality by putting in place appropriate mechanism for selection into college.
The Koech Report of 1999 called Totally Integrated Quality Education and Training
(TIQET) advocated that the admission criteria for teacher training be divided to ensure
that subject specialization is provided for. All these recommendations referred to above
have one thing in common, they are all concerned about quality, specialization and
standard which have been challenging to accomplish in TTC.
Furthermore, The Constitution of Kenya (2010) in Article 43 (f), states that every
person has the right to education. Article 237 (3a) mandates the Teachers Service
Commission (TSC) to review the standards of education and training of persons
entering the teaching service and (3c) advice the national government on matters
relating to teaching profession. According to MOE (2011), for Kenya to realize a globally
competitive system, well qualified teachers are required in classrooms at all levels
through uplifting standards of training teachers. With this over view of teacher
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
348
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
education and training, this study intends to investigate factors influencing quality
teacher training in Public Teacher Training Colleges in Rift Valley Zone, in Kenya.
2. Literature Review
The quality of education, to a greater extent depends on the quality of teachers
produced in TTCs. An adequate supply of well trained teachers is critical to
improvements in education. Good practice in teaching is a complex process which
requires a great deal of different knowledge namely, the content knowledge that is
knowing about the subject matter to be taught; pedagogic knowledge that is knowing
how to engage with learners and to manage a classroom and pedagogical content
knowledge which involves knowing how to present and formulate the subject matter
Akyeampong (2011). The international day for teachers is celebrated world over every
5th October. This ought to one of days set aside for rewarding teachers with the highest
achievement in various fields. Unfortunately, this has not happened to our local
teachers (UNESCO, 1997).
Quality training contributes significantly to quality education. It is imperative to
have adequately prepared and motivated tutors in colleges who would in turn train
trainees qualitatively in all aspects. According to Msita (2008), teachers are
implementers of educational innovation who operate as foot soldiers . Thus, they face
a lot of challenges as they give hand in any educational transformation. Tutors are used
to implement even unpiloted recommendations and policies which is a difficult task.
However, newly appointed tutors should be inducted or made familiar with working
environment and the fellow employees (Saleemi, 2007). According to MOEST (2011),
teachers are highly educated. However, they often have little knowledge and
experience of the professional area of primary education or the reality of primary
teaching. Most tutors have a B. ED or Dip. Ed. and were initially trained as secondary
school teachers with a specialty in particular subject areas. Most experienced secondary
teachers are posted to PTTCs or as fresh graduates. In either case they often have little
knowledge and skill of primary education, as a result their courses are often taught as
abstract and theoretical regardless of multifaceted primary school curriculum. This
ultimately translates into poor training of trainees by tutors.
‚ccording to UNESCO
, teachers earnings provide an incentive
mechanism which can influence both the quality and motivation of teachers. If teachers
real average earnings had kept pace with other professional groups over period, the
productivity impact of their earnings growth would likely have been small. In Kenya,
teachers salaries including tutors who are employed under TSC earn relatively low
wages than counterparts in other professions thus lowering their morale which
translate into low quality training of teachers. Trainers should employ productive
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
349
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
practices such as team work and initiate enabling working environment to facilitate
quality training in college. Teachers should work in a team so as to encourage the
sharing of the knowledge or ideas (UNESCO, 1997).
Continuous professional development of tutors has not been formally
undertaken. Although tutors have already trained basically and may have some
experience as a result of accidental and unwilling compulsory on job training, they
should be dynamic. The main focus of teacher education continues while on pre-service
training, in service updating and renewal of knowledge, skills and capabilities in now
widely acknowledged as a high priority (MOE, 2009). Teachers are a key enabling factor
in improving the quality of education and preparing them begins with the selection of
those who are to enter teacher training colleges. Fullan (1991) states that if the teacher as
an advocate can become skilled at integrating the change and the change process, he or
she can become one of the most powerful forces of change. Teachers play a unique and
demanding role in eliciting responses from the students for curriculum development
based on student s voices. It is not the input from the teachers themselves, that the
strategy deems more important rather it is the role in promoting authentic participation
of their students in the process. Thus, the role of the teacher in curriculum delivery is
very important which encompasses their training. There has been major curriculum
innovation in Kenya, for instance the establishment of 8-4-4 in 1984 facilitated one in
1986. In 1992, the review of the Primary and Secondary curriculum necessitated
curriculum innovation in 1994. The reviews are usually necessitated by the need to
make the curriculum reflect and respond to the changes in the society as emphasized in
various educations (MOE 2003).
There is deeper understanding of how teacher educator can support and
challenge future teachers in their ability to think critically and thoughtfully in
developing their identities as future educators (Rot, 2011). It is therefore imperative for
the teacher educators to inculcate critical thinking and futuristic aspects in teacher
trainees. USAID (2006), observed that much of teacher training in Pakistan remain
irrelevant to their classroom where trainees are to employ their skills. Different
functionaries are responsible for delivering trainings but there are no mechanisms that
exist in order to facilitate such linkages. This scenario is also experienced in Kenya
whereby there is no distinct corresponding review and consequent implementation of
syllabus under Directorate of Basic Education. The quality of instruction is one of the
most important determinants of the level of learning achievements; quality teacher
training impact on the quality of teaching and learning in institutions. According to
Nafukho (2002), training involves transfer of skills, knowledge, behavior and attitudes
and in order to have competent employees, hence training is a must. The concept of
quality training is examined in various areas such as issues relating to trainers, trainees,
T/L resources and administration.
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
3. Research Objective
The main objective of this study is to investigate tutors factors influencing quality in
public primary teachers training colleges in Rift Valley, Kenya
4. Methodology
4.1 Research Design
Research design can be regarded as an arrangement of conditions for collection and
analysis of data in a manner that aims to combine relevance with the research purpose.
It is the conceptual structure within, which research is conducted. It constitutes the blue
print for the collection, measurement and analysis of data (Kothari 2003, Kombo &
Tromp, 2009). This study employed descriptive survey design. This is a method of
collecting information by interviewing or administering questionnaires to a sample of
individuals. It is commonly used to collect information about people s attitude,
opinions, habits or any of the variety of education of social issues (Orodho, 2009). This
study adopted descriptive survey research design due to its appropriateness since it
involves collection of data and descriptive of the characteristics of the population,
which forms the basis of this study (Mugenda & Mugenda, 1999). The major purpose of
descriptive research is description of the state of affairs as it exists at present (Kothari,
2008).
4.2 Target Population
Target population refers to all the members of a real or hypothetical set of people,
events or objects to which the researcher wishes to generalize the results of the study
(Orodho 2009) after testing the sample. The target population for the study was all the
PTTCs in Rift Valley Zone, Principals, Deans of Students, Deans of Curriculum, Tutors
and second year students. They were all relevant to the study because they undertake
the TTC curriculum in Kenya as implementers and participants in Kenya TTCs. They
were selected on the basis of administration and teaching/learning involvement. The
second year trainees were targeted because they have been in college long enough and
that the option A and B affects them specifically unlike the first year teacher trainees
who cover all subjects.
4.3 Instrumentation
Research instruments refer to tools used for collecting data and how those tools are
developed (Oso & Onen 2009). Kothari (2008) advocates that the researcher should
select methods of collecting data taking into consideration the nature of investigation,
objective and scope of the inquiry, financial resources, available time and the desired
degree of accuracy. According to Orodho (2009), there are four critical considerations
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
351
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
while constructing research instruments, namely the objectives of the study, the types of
population/sample, the geographical distribution of subjects and the nature of
questionnaire items. This study adopted a descriptive research design, which employed
the use of questionnaire, interview, observation and documentary analysis. The
selection of tools was arrived at considering the nature of the data to be collected, the
time available, the objective of the study and the type of sampled population.
4.4 Procedure
The data collection procedures were logistical issues related to the study. They were
divided into three categories namely: pre-fieldwork logistics, fieldwork logistic and
post fieldwork logistics (Orodho, 2009). Pre-fieldwork logistics which refers to specific
considerations before data collection to be undertaken was to write/prepare a proposal,
work plan protocol, budget and research instruments and obtain research permit.
Research permit was sought from National Council for Science and Technology (NCST)
which enabled the researcher to collect data in the selected PTTCs in Rift Valley Zone.
Post-fieldwork logistics are all the activities that a researcher must undertake
after the fieldwork. It included collecting instruments from the field, editing them ready
for coding and analysis. During data collection, the researcher was focused, informed
the respondents of the nature and intended use of data, kept information collected
confidential, applied appropriate techniques, controlled statistical disclosure,
maintained punctuality in appointments, friendliness, simplicity, considered questions
that elicited appropriate response and acknowledged psychological factors like fear that
induces incorrect responses (Kombo & Tromp, 2006).
4.5 Data Analysis
The data was collected by use of questionnaires, interview schedules and documentary
analysis. The collected data was analyzed and interpreted by use of descriptive statistics
which uses measure of central tendency (such as the mean) and distributions
(frequencies and percentages). Data collected was presented on tables and bar graphs.
The data was analyzed using descriptive analysis, where frequencies, percentages and
tables were generated, with the aid of Statistical Package for Social Sciences (SPSS). This
design was suitable to this study as information was collected using interview from
principals and Deans (DOCs and DOSs) and the questionnaires from the 2nd year s
students and tutors
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
5. Results and Discussion
5.1 Gender of teacher educators and teacher trainees
The policy of gender equity is supposed to be upheld by all sectors of the Ministry of
Education, TTCs inclusive. The major respondents were therefore asked to indicate
their gender as in Table 1.
Table 1: Gender of teacher educators and Teacher Trainees
Gender
Teacher Educators
Frequency
Percentage
Male
Female
66
35
101
Total
Teacher Trainees
Frequency
Percentage
65.3
34.7
100
248
249
497
49.9
50.1
100
Table . shows that the teacher educators response per gender as . % and . %,
male and female respectively implying that policy on gender equity is either
disregarded or not yet implemented fully by TSC in staffing. This scenario may have
resulted from the deployment of secondary school Principals who mainly happen to be
male teachers. The gender of teacher trainees shows that 49.3% and 50.7% of the teacher
trainees respondents were male and females respectively indicating gender equity in
college admission. This result relates to Lewin (2004) emphasize that quality as an
integral component of meaningful and realistic education ought to have been
underscored with equal magnitude as access and gender equity.
5.2 Age distribution of teacher educators
Demand and supply of labour force is a key component in an organization like TTCs.
Age factor thus need to be considered in reference to the expected number of
retirements and replacements correspondingly in order to maintain and increase quality
production of teachers. Teacher educators were therefore asked to state their age as in
Table 4.3.
Table 4.3: Age distribution of teacher educators
Age distribution of educators
Gender
Male
Female
Total
25-35 yrs
5(5.0)
7(6.9)
12(11.9)
36-44 yrs
45-54 yrs
34(33.7)
13(12.9)
47(46.5)
25(24.8)
15(14.9)
40(39.6)
>55 yrs
2(2.0)
0(0.0)
2(2.0)
Total
66(65.3)
35(34.7)
101
Most teacher educators as seen in Table 4.3 are in the age bracket of 36 to 54 years.
These categories make up 86.1% of the sampled educators. The 11.9 %( 5.0% & 6.9%) in
age bracket of 25-35 year expected to replace potential retirees in the next 10 years (45European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
353
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
54yrs) is far much inadequate. The qualification of teacher educators is shown in Table
4.4
5.3 Qualification of teacher educators
For an individual to work in any field of education as a teacher, one must have specific
qualifications. It was therefore imperative to ask teacher educators to indicate their
qualification academically and professionally as shown in Table 4.4.
Table 4.4: Qualification of teacher educators
Level
Academic
qualification
Frequency
Professional qualification
(Education)
Frequency
Percent
Percent
PhD
Masters
2
34
2.0
33.7
1
30
1.0
29.7
Bachelors
56
7
55.4
6.9
60
7
59.4
6.9
2
101
2.0
100
3
101
3.0
100
Diploma
Others
Total
Table . shows that most of the teacher educators hold bachelor s degree in academics
(55.4%) and the teaching profession (59.4%) implying that tutors were progressive in
their teaching career. There are 91.1% trainers with Bachelors in academic qualification
and 90.1% in professional qualifications. This co-relation implies that most tutors
advance professionally thus boosting their level of competency. The 1.0% (91.1% 90.1%) difference indicates those who did not undertake education nor had professional
qualification as tutors lower the level of competency of teacher educators
insignificantly.
5.4 Teaching experience of teacher educators
Work output or productivity to a greater extent depends on appropriate experiences.
Thus, it was necessary to establish the experiences of the teacher educators in totality
and specifically in TTC as indicated in Table 4.5
Table 4.5: Teaching experience of teacher educators
Teaching experience in general
Years
Frequency
Percent
<5 yrs
01
1.0
6-10 yrs
11
10.9
11-15 yrs
21
20.8
>15 yrs
68
67.3
Total
101
100
Experience as a Tutor in TTC
Years
Frequency
Percent
<3 yrs
09
8.9
4-7 yrs
37
36.6
8-11 yrs
23
22.8
>12 yrs
32
31.7
Total
101
100
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
354
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
Table 4.5 shows that majority of the teacher educators have over 15 years teaching
experience in general (67.3%). However, most of the teacher educators have experience
of between 4 and 11 years in TTC. This comprised a total of 59.4% (36.6% & 22.8%)
which is inadequate experience limiting level of competency of tutors in TTC. This
results are in line MOE,
9 s observation that continuous professional development
of tutors has not been formally undertaken. Although tutors have already trained
basically and may have some experience as a result of accidental and unwilling
compulsory on job training, they should be dynamic.
5.5 Age distribution of teacher trainees
The age of teacher trainee is of concern in regard to facilitation, understanding their
diversity, creation of conducive and enabling learning environment by TTCs. They
were therefore asked to give their ages as illustrated in Fig. 4.1.
Figure 4.1: Age distribution of student respondents
Key
16-20 yrs 1
21-25 yrs 2
26-30yrs 3
31-35 yrs 4
>36 yrs 5
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
355
Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
The majority of the teacher trainees were between the ages of 21 and 25 as shown in Fig
4.1. This implies that they are adults by Kenya law. However, they are still in stormy
adolescence stage which is challenging in terms of discipline and behavior control
impacting on quality teacher training negatively.
5.6 KCSE grade of the teacher trainees
One of the cardinal requirements of P1 course is a KCSE certificate from KNEC. The
admission grade by the MOE to TTC is C. The trainers were asked to indicate their
KCSE grade as shown in Fig. 4.2.
Fig. 4.2: KCSE grade of teacher trainees
Most of the trainees scored a mean grade of C+ (minimum university entry) at the KCSE
level which means that with adequate resources they are potential university students.
Most of them feel they should have been at the university and so they are less
motivated to be in college undertaking P1 Course which is lowly rated. The
governments need to be proactive and come up with pragmatic strategies to facilitate
their rightful education.
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
5.7 Subject Option Distribution in second year
The P1 course takes two years. In the first year, trainees cover all the subjects combined
and seat for a Mid-course examination. The average for only two subjects (math & I.
Science), out of thirteen subjects (2/10) are used to determine option placement in
second year. The trainees were consequently asked to state their option (A or B) as
indicated in Table 4.6
Table 4.6: Subject Option Distribution in second year
Option
Option A (Science oriented)
Option B (Humanity oriented)
Total
Frequency
Percent
253
244
497
50.9
49.1
100
Table . indicates that option ‚
.9% is slightly higher/more preferred than option
‛
9. % This conforms to administrator s observation that sciences are held with
high esteem and superior to humanities. Furthermore, optioning criterion is skewed
towards sciences in that math and Integrated Sciences mean is used for placement
(KTCPA, 2006). This inclination may affect a number of trainees in propagation of
talents and future advancement in education. A more comprehensive approach is
required in optioning. It should consider aspects such as:
a) trainee s ability, attitude and feelings on teaching career development;
b) availability of tutors and subject trained and teaching combination;
c) adequacy of College facilities and cost per head training;
d) future prospects of trainees including university education;
e) applicability/prospective market availability for the options subject;
f) talented and gifted trainees.
Otherwise, why undertake training on the basis of option A and B while it is not
considered during teaching practice and the actual employment in teaching profession.
5.8 The level of competency of teacher educators
The first objective of the study was to establish the level of competency of teacher
trainers. The teacher educators and teacher trainees were asked to show their
agreement to the statements shown in Table 4.7
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
Table 4.7: The level of Competency of teacher educators
Statement
Have knowledge on the subject
content
Subject effectively
taught
Integration of
emerging/crosscutting issues
done in teaching subject
Timely use of latest teaching
approaches to deliver subject
content
Examination administration
and management done with
ease
Teaching Practice assessment
undertaken smoothly
Teacher educators
Agree
Undecided Disagree
f
%
f
%
f
%
98 97.0
0
0
3
3.0
Teacher Trainees
Agree
Undecided Disagree
f
%
f
%
f
%
422 84.9 18
3.6
57 11.5
78
77.3
6
6.0
17
16.7
307
61.9
41
8.2
149
29.9
85
84.1
7
7.0
9
8.9
314
63.2
84
16.9
99
19.9
69
68.4
18
17.8
14
13.8
261
52.5
56
11.3
180
36.2
92
91.0
4
4.0
5
5.0
344
69.2
35
7.0
118
23.8
93
92.0
2
2.0
6
6.0
374
75.2
23
4.6
100
20.2
5.9 Knowledge on the subject content
From Table 4.7, a total of 97% of teacher educators and 84.9% of teacher trainees agreed
that tutors were knowledgeable while 3.0% and 11.5% of teacher educators and teacher
trainees respectively disagreed that tutors have knowledge on the subject content they
teach which is critical. The deficiency could be attributed to lack of initial training or
induction of tutors, individual tutor s negligence, failure to research or study further
(use of yellow notes) and lack of teaching learning resources/facilities
The college principals interviewed asserted that there was no initial training on
teacher education given to tutors in TTC. There was no uniform, clearly organized
curriculum or central/national program to undergo before being posted/deployed or
redeployed as teacher trainers. They train and gain experience on the job. Basically they
trained to teach in secondary schools in two subject specialization plus professional
Education units. The same observations were echoed by DOCs and DOSs. Although,
there was primary option in KU, it did not effectively meet the demands- supply of
tutors to colleges. Most tutors are university graduates. ‚bout 9 % don t have basic
training for TTC training. Competence is gained through seminars workshops,
programs. MOE through her SAGAs, (KIE, TSC KNEC& KESI), USAID and TEPDC,
carry out capacity building. About 75% of lecturers have 15 years experience.
However, one of the DOCs reiterated that majority of tutors are good and there
are three categories of tutors Trained for Primary Teacher Education (1) through
primary option, (2) BED – majority trained teach in secondary schools and (3) Formerly
primary School teachers – upcoming group trained to teach primary school, but
furthered education and posted to colleges. Readership of lecturer have improved and a
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
good number have undertaken further education, post graduate, middle management
courses, masters and even PhDs.
The finding agrees with Akyeampong (2011) who stated that the quality of
education, to a greater extent depends on the quality of teachers produced in TTCs. An
adequate supply of well trained teachers is critical to improvements in education. Good
practice in teaching is a complex process which requires a great deal of different
knowledge namely, the content knowledge that is knowing about the subject matter to
be taught; pedagogic knowledge that is knowing how to engage with learners and to
manage a classroom and pedagogical content knowledge which involves knowing how
to present and formulate the subject matter. The same results relate to UNESCO (2005),
who observed that quality training, contributes significantly to quality education. It is
therefore paramount to have adequately prepared and motivated tutors in colleges.
They in turn train trainees qualitatively who are consequently knowledgeable, skilled
and committed. Teachers dedicated to children s learning, lead to good quality
education.
5.10 Subject effectively taught
There were 77.3% of teacher educators and 61.9% of teacher trainee agreed that tutors
were effective in subject content delivery. On the contrary 16.7% and 29.9% of the
teacher Educators and teacher trainees respectively disagreed on the same while 6%
and 8.2% were undecided whether subject content teaching was effective. This implies
that there is need for more or continuous updating of respective subject tutors to
improve their level of competency.
From the interview carried out some of the respondents, one of the DOS
remarked that most tutors are competent in subject content while they gain experience
on methodology as they train trainees. Although tutors are not trained, they have
learned through experience and trial and error before being inducted. Those inducting
however, if they were not properly, inducted pass wrong information to incoming
tutors. TPEDC program has brought positive change though it may not be as effective
as having a national centralized tutor/teacher educator training or induction
The result coincides with the MOEST (2011), claim that teachers are highly
educated. However, they often have little knowledge and experience of the professional
area of primary education or the reality of primary teaching. Most tutors have a B. ED
or Dip. Ed. and were initially trained as secondary school teachers with a specialty in
particular subject areas. Most experienced secondary teachers are posted to PTTCs or as
fresh graduates. In either case, they often have little knowledge of primary level of
education, as a result their courses are often taught as abstract and theoretical
regardless of multifaceted primary school curriculum. This ultimately translates into
poor training of trainees by tutors. The same finding is in line with Lewin (2004) who
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Benjamin K. Koskei, Joseph K. Kilel
TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
argued that, consideration should also be given to people who train teachers. They tend
to be recruited from the ranks of practicing mid-career teachers, and many stay in
teacher training until retirement gradually losing contact with schools/institutions. This
problem is exacerbated by a preference for secondary school teachers who are seldom
familiar with realities of primary education. A possible solution could be short-term
appointments of experienced primary school teachers to be teacher trainers or provision
of centralized induction or training of college tutors.
6. Conclusion and Recommendations
The study has established that most tutors have very good mastery of their respective
subject content. The teacher educators taught their subjects effectively, integrated
emerging/crosscutting issues in subject content delivery, handled examinations with
limited difficulties and undertook TP assessment with ease. Therefore, this study
concluded that the teacher educators in TTCs in Rift valley zone are competent in their
subjects through experience although the majority had trained to teach in secondary
schools. This research based on its objectives makes the following recommendations:
the college administrators (Principals, DOCs & DOSs) interviewed asserted that there
was no initial training on teacher education given to tutors in TTC. There is no uniform,
clearly organized curriculum or central/national program to undergo before being
posted/deployed or redeployed as teacher trainers. They train and gain experience on
the job. Basically, they trained to teach in secondary schools in two subject
specialization plus professional Education units. Although, there was primary option in
KU, it did not effectively meet the demands- supply of tutors to college. The findings
were also corroborated by some tutors advocating for additional training for them to be
effective in their subject content delivery. A few tutors were not competent in terms of
effective subject content delivery, integrating of emerging/crosscutting issues, use of
modern teaching approaches, examination administration and management and TP
assessment. There is no standard induction implying that it is done on trial and error
lowering level of competency of tutors at an appropriate time. This study therefore
recommends that MOE to come up with a curriculum or a central induction course or
INSET programme for teacher educators before posting/deployment to TTCs.
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TRAINING COLLEGES IN RIFT VALLEY, KENYA
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TUTORS FACTORS INFLUENCING QUALITY IN PUBLIC PRIMARY TEACHERS
TRAINING COLLEGES IN RIFT VALLEY, KENYA
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