Second language development of learners and teacher performance in selected public primary schools in Tigania east district, Kenya.
| dc.contributor.author | Lucy, Muroru Kirianki | |
| dc.date.accessioned | 2020-01-20T13:29:54Z | |
| dc.date.available | 2020-01-20T13:29:54Z | |
| dc.date.issued | 2011-08 | |
| dc.description | A thesis presented to the school of postgraduate studies and research Kampala international university Kampala, Uganda in partial fulfillment of the requirements of the degree master of educational management and administration | en_US |
| dc.description.abstract | The study on second Language development and teacher performance in selected public primary schools in Tigania East district Kenya was guided by four research objectives that were oriented towards determining profile of the respondent’s in terms of gender, age, marital status, level of education and place of work, the level of second language development, level of teacher performance and the relationship between second language development and teacher performance in selected public primary schools in Tigania East district Kenya. The study employed descriptive research designs in exploring the perceptions of the respondents and establishing the relationship between the study variables, purposive sampling techniques was used to obtain a sample size of 120 respondents and a closed ended questionnaire with likert scale was used as a instrument in obtaining responses from the survey population. Data was analyzed using SPSS and the mean values computed with the aid of the same package revealed that on overall, second language development in selected public primary schools in Tigania east district Kenya is at its moderate level justified by the overall average (mean=2.184) which is equivalent to disagree on the likert scale where as the level of teacher performance positions its self at a high level (mean=3.020) equivalent to agree on the likert scale. Concerning testing of the hypothesis between the two study variables, Pearson’s linear correlation coefficient proved a significant and appositive relationship between second language development and teacher performance at (r=0.891, sig=0~000). The researcher therefore recommends that strict second language development policies and proper methodologies should be drafted and subjected under rigorous implementation if quick pace second language development is to be attained and high teacher performance levels to be achieved. These policies and methods should be drafted on a 360 degrees basis so that each and every one in the schools has a stake in it. This would make the implementation much more easier and even staff would not resist them because of their input. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/7382 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, school of education | en_US |
| dc.subject | Second Language | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Public primary schools | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Kenya. | en_US |
| dc.subject | Tigania East District | en_US |
| dc.title | Second language development of learners and teacher performance in selected public primary schools in Tigania east district, Kenya. | en_US |
| dc.type | Thesis | en_US |