Teacher skills and pupil’s academic performance in Ithanga Zone of Hika District in Kenya

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Kampala International University, College of Economics & management.
The purpose of this study was to establish the extent to which teacher skills affect pupils’ academic performance in Ithanga zone Thika District Kenya. Specifically, the study wanted (i) establish the effect of teachers’ teaching skills on the academic performance of pupils in Ithanga zone Thika district Kenya; (ii) to establish the effect of teachers’ interpersonal skills on the academic performance of pupils in Ithanga zone Thika district Kenya. (iii) To establish the effect of teachers’ evaluation skills on the academic performance of pupils in Ithanga zone Thika district Kenya. The study was co-relational in nature based on quantitative approach involving 108 respondents (teachers) from school in Ithanga zone who were selected stratified random sampling. Primary data were collected using self-administered questionnaires and analyzed by summary statistics (e.g. Means and standard deviations) and Pearson Linear Co efficient. The study found significant relationship between teacher’s teaching and evaluation skills, while teachers’ interpersonal skills were founding not to influence pupil’s performance. From these findings appropriate conclusions and recommendations were made. The recommendations form the study were; (i) teachers’ teaching skills should be improved through going for further studies and doing research on new and well proved methods and techniques in teaching; (ii) there should be adequate planning by the teacher before going to teach or interact with the pupils through preparation of relevant and simple teaching/learning resources and reference material to make the teaching more livelily and enjoyable to the pupils; (iii) the methods used in teaching by the teachers should consider individual differences of the learners in terms of their learning abilities; (iv) there should be establishing and maintaining of a friendly relationship between the teachers and the pupils, (v) teachers should reward in positive way pupils participation and contributions towards the lesson because in addition to what the teachers does, the pupils efforts makes the process participative and action oriented, (vi) teachers and school administrators should carefully handle the evaluation process in a way that takes away the fear from the pupils, make it to appear as a daily routine and clearly set good standards for any assessment.
A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda In Partial Fulfillment of the Requirements for the Degree of Master of Education Administration and Management
Teacher skills, Pupil’s academic performance, Ithanga Zone, Hika District, Kenya