Influence of Teachers’ Pedagogical Skills on Provision of Quality Education in Cheptais Sub-County, Bungoma County, Kenya

Abstract

Every educational process must have qualified teachers as a portion of the ingredients essential in the provision of quality educational services to pupils. With the emerging, trends in education in Kenya where the quality of education has become increasingly important, teachers have to keep abreast with the changes in teaching methodologies and curriculum through in service training. In-service education and training programme is geared towards improving teacher pedagogical skills in lesson delivery and help in addressing perennial poor performance of pupils. The paper established the influence the influence of teachers’ pedagogical skills and to find out the influence of teachers guiding and counseling development skills on provision of quality education in Cheptais Sub-County. This study was guided by the capital theory of school effectiveness and improvement and Total Quality Management Theory (TQM) and the theory of Capital theory of school effectiveness and improvement. The study employed a descriptive survey research design. The target population for the study was 41 public primary schools in Cheptais Sub County the study respondents shall be all school head teachers of the sample schools, 481 teachers and 17 sub-county education officers. Census approach was employed to select head teachers and county education officers, while simple random sampling was used to select teachers. Descriptive results indicated that teachers’ professional development skills influenced the provision of quality education. Regression of coefficients results showed that teachers’ pedagogical and teachers’ guiding has a positive and significant relationship with provision of quality education. It was concluded that teachers’ pedagogical skills and teachers’ guiding influences the provision of quality education. The study recommended periodic in service training for teachers in order to acquire and sharpen these skills. The study recommends continuous teachers’ professional development skills through in service training. This would enable a teacher to acquire the necessary pedagogical skills that are useful and very important in the provision of quality education. The study recommends carefully designed curriculum to sharpen teachers’ pedagogical skills. This is the work for the Ministry of Education, Science and Technology and colleges offering teaching profession. The study also recommends an introduction of short term programmes in guiding and counseling.