https://kerd.ku.ac.ke/handle/123456789/77 2026-10-01T23:54:38Z https://kerd.ku.ac.ke/handle/123456789/1399 Evaluation of Implementation of the Revised Kiswahili Curriculum: A Case of a Teachers’ College in Kenya Maithya, Paul M The revised Kiswahili curriculum is a curriculum in which Kiswahili subject is compulsory and a teacher trainee is expected to pass in the subject in order to be awarded the certificate of Primary Teacher Education (PTE). This is opposite to the previous Kiswahili curriculum where it was not a must for one to pass in Kiswahili to be awarded PTE certificate. The evaluation study aimed at providing important information to curriculum implementers and management for making informed decisions on teaching, learning, assessment process and improvement of the subject. Combinations of ex post facto and naturalistic designs were utilized. Many of the participants believed that to great extent the curriculum was realistic and practical; and the implementation was effective though with some difficulties. It was concluded that if the all the hindrances were eliminated then the implementation would be perfected An article in the Journal of Education and Practice 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/937 Motivational Factors Influencing Teachers Job Performance in Pre-School Centres in Kenya. Owala, Zablon Mike; Odongo, Benson; Raburu, Pamela Pre-school teacher’s performance has become an important issue in the contemporary society given their responsibility of imparting knowledge and skills to learners by moulding them towards realizing their potentials in life at formative years. This calls for the need to create a favorable environment for teachers to perform their work. In order for public ECDE centers to provide the necessary conditions for children’s holistic development, teachers should be motivated. Their employment is not stable, resources are not adequate, the salaries are not sufficient and the leadership styles in the schools is not involving This ex post facto design study framed from Maslow’s Hierarchy of Needs Theory aimed at establishing motivational factors influencing job performance of preschool teachers in public ECDE centers in East Karachuonyo Division, Rachuonyo North sub –county. The objectives of the study were to establish the influence of working conditions and socio-economic factors on job performance of preschool teachers in public ECDE centers. The target population was 150 preschool teachers and 60 head teachers totalling to 210 while a sample size was 97 preschool teachers and 39 head teachers achieved through stratified random sampling technique. Quantitative data was collected using questionnaires while qualitative data was collected through interviews. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed thematically and presented through verbatim reporting. Two ECDE experts were used to examine the instruments for construct validity while piloting was done for reliability. The study findings revealed that teachers had the potential to perform but they need to be motivated for them to have increased output in public ECDE Centres. The study recommended that the county governments and the communities should design means of motivating their teachers by improving their terms and conditions of service to enhance their productivity. An article in the International Journal of Innovative Research & Development 2016-04-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/872 Teacher Human Capital, Teacher Effort and Student Achievements in Kenya. Wamalwa, Fredrick M.; Burns, Justine Although research generally shows that teachers matter for student achievements, it is not clear what attributes make a teacher more successful in enhancing students' performance. Much of the empirical work has focused on observable teacher characteristics. In this paper, we go further than that. We examine how teacher subject knowledge, pedagogical skill, effective instruction time and class room teaching practices in uence student test scores in maths and language. Results indicate that teachers who spend more time on instruction and can keep student on-task during the lesson are associated with higher student test scores. A number of classroom teaching practices, including the practice of challenging students by asking questions during the lesson, have an effect on student test scores although the effect differs between language and maths. Key words: Teachers, Kenya, Student Achievements. A working paper in Economic Research Southern Africa (ERSA) 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/836 Importance of Professional Ethics for Teachers. Sherpa, Karma In this world of globalization and competitive world, we are witnessing diverse changes in our educational system. Since, change is inevitable the aims and objectives of education is changing according to the need, interests and requirements of the learners, society an nation as a whole. Now, the concept of teacher and teaching also is changing day by day. Ateacher in this contemporary era has many duties and responsibilities to play. Apart from having good academic and professional qualifications, they should also posses the knowledge of Professional ethics. Professional ethics is like a guide, which facilitates the teacher to provide quality education and inculcate good values among the learners. The professional ethics will enlighten the teachers that they have a major role in bringing desirable changes in the behaviour of the students. It also helps the teachers to understand their profession as a teacher. Their role is not just to become supreme and authoritarian in front of their students and colleagues. But then they have a wider and meaningful role to play. Teacher having the sense of professional ethics will treat their learners with love, care, affection and commitment. In addition to that, they would always ensure to make specific contribution from their angle. Therefore, this paper specially highlights the significance of professional ethics in teachers. An article in the International Education & Research Journal [IERJ] 2018-03-01T00:00:00Z