African Research Journal of Education and Social Sciences, Vol. 9 (3), 13-25, 2022
By Emily Akinyi Onyango1, Joel Wamichwe2, Eleen Yatich3 & John Wakhanu4
1,2,3,4 The Presbyterian University of East Africa,
P.O. BOX 387, Kikuyu – Kenya
Email: emilyakinyionyango@gmail.com
ABSTRACT
Quality education is crucial in educational development of any nation since education acts as an agent of change, and enhances social – economic development of nations. Despite the various changes of curricular by education commissions, quality teacher training in Public Primary Teacher Training Colleges in Kenya still has some gaps that need to be addressed. Although previous studies found that indeed challenges existed in teacher training colleges in terms of education policies, no research has been conducted among stakeholders within public primary teacher training colleges in Kenya to ascertain the effects on quality training. This study intended to examine the effect of policy of a two-year diploma level qualification for teachers on quality teacher training in public primary teacher training colleges in Kenya. The study used descriptive survey design with a target population of 12,285 comprising 11, 525 and 1,050 college principals, subject tutors and teacher trainees respectively. Simple random sampling was used to obtain a sample size of 1,586. Both quantitative and qualitative data were collected using pretested structured questionnaires. Collected data was coded and analyzed using SPSS version 28 and results presented in form of tables, frequencies and percentages. About 50% principals and tutors cited tutors’ overstay in one single college while 50% trainees cited lack of students’ freedom and lack of employment for teacher graduates. From these findings it is concluded that diploma level qualification are directly linked to quality teacher training in public primary teacher training colleges in Kenya. The study therefore recommended that the government should roll out adequate in-service in teacher training colleges to positively affect the teaching /learning strategies and acquisition of new knowledge required to combat the quickly changing world.
Key Words: Diploma Level Teacher Qualification, Kenya Teacher Training Policy, Public Primary Teacher Training Colleges, Diploma Level Training Programs
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Suggested Citation
Akinyi, E., Wamichwe, J., Yatich, E. & Wakhanu, J. (2022). Effect of policy of two-year diploma level teacher qualification on quality teacher training in public primary teacher training colleges in Kenya. African Research Journal of Education and Social Sciences, 9(3), 13-25. Available online at http://arjess.org/education-research/effect-of-policy-of-two-year-diploma-level-teacher-qualification-on-quality-teacher-training-in-public-primary-teacher-training-colleges-in-kenya.pdf
