Impact of Teacher Qualification and Experience on Early Grade Achievement in Kenya
Date
2024-08-23
Authors
Sitati, Melap
Murebu, Rosemary
Ngugi, Rose
Onsomu, Eldah
Journal Title
Journal ISSN
Volume Title
Publisher
African Economic Research Consortium
Abstract
The importance of teacher quality on early grade achievement of cognitive skills is the current policy discourse. Teacher quality is a key factor that influences learner’s achievement at all levels of schooling. This paper uses a multiple regression technique on Public Expenditure Tracking (PETs) and Service Delivery Indicators survey data (2014/2015) to interrogate the impact of teacher quality in terms of qualification in teacher training and experience on early grade achievement of cognitive skills in Kenya. Although the study reveals that teacher qualification in terms of training is the single-most important attribute that impacts on learner achievement, there is no significant difference between the teacher level of training on learner performance regardless of the time taken to acquire those qualifications. Interestingly, results showed that learners taught by certificate holders in teaching performed better than the ones taught by diploma holders. Pedagogical training, which is taught at certificate level, for teaching at primary education level is significant in affecting learner performance compared to diploma, yet the latter takes more duration and resources. The evidence also shows that teacher experience significantly affects learner performance especially in reading. However, further research could investigate how different type of school interventions amplify or weaken the effects of teachers on learners’ cognitive skill. The study recommends enhanced teacher professional development, more focus on in-service training on pedagogical skills acquired at the primary certificate level, equitable teacher distribution, and provision of adequate teaching and learning materials in school. It is also important to ensure that newly employed teachers have the required pedagogical skills and that they are provided with adequate pedagogical training programmes.