TEACHER ATTRIBUTES INFLUENCING ACADEMIC PERFORMANCE OF LEARNERS WITH SPECIFIC LEARNING DIFFICULTIES IN MAINSTREAM PUBLIC PRIMARY SCHOOLS IN KOIBATEK SUB-COUNTY, BARINGO COUNTY

Abstract

Teacher attributes on mainstream education and their capacity to teach learners using SLD in mainstream classrooms influence learners with SLD. Learners with SLD develop more slowly intellectually than other learners of the same age due to difficulty with basic processes that are applied in understanding or using spoken language. Therefore, learners with SLD lag behind in academic performance. Performance of learners with SLDs from 2011-2017 in Koibatek has been persistently poor with majority of them scoring below 200 marks in K.C.P.E. The government advocated for mainstreaming classrooms in public primary schools. However, of learners with SLDs is below that of other learners. There are many factors which may contribute to poor performance; however, the objective of this study was to determine some of teachers’ attributes influencing academic performance of learners with SLD in mainstream public primary schools in Koibatek Sub-County, Baringo County. Specifically, the study sought to establish the influence of teachers’ perception on academic performance on learners with SLD, to find out the influence of teaching methods on academic performance of learners with SLD, to examine the impact of teacher training on academic performance of learners with SLDs and to find out challenges teachers face in teaching learners with SLDs in mainstream public primary schools in Koibatek Sub-County. This research was guided by the position theory. The researcher adopted a survey research design since it helps explain the existing situation, of ubiquity of learners with SLD. The target population for this study consisted of 77 head teachers and 80 class eight teachers from 77 public primary schools. A purposive sampling technique was adopted to identify the divisions with the highest number of learners with SLD. It was also used to select 8 head teachers, 10 class eight teachers and 20 class eight learners with SLDs from the two divisions of Koibatek Sub County. A pilot study was conducted in two mainstream primary schools in Koibatek sub-county which were not included in the final study to test the validity and reliability of the data collection instruments. A correlation coefficient of the items was calculated by determining Cronbach alpha coefficient. A Chronbach alpha coefficient of 0.81 was found. Primary data was collected using questionnaire as the main tool for teachers and interview schedules for head teachers. Document analysis schedule was used to collect information on learners’ joint examinations for the year 2018 academic performance and their general information as in the questionnaire in the appendix. Quantitative Data analysis was done through descriptive statistics in frequencies and percentages easy interpretation and understanding. Qualitative data was analysed through categorization of data into themes according to research objectives. Thematic analysis was done through discussion and was presented in form of narratives. The study found that teachers do not have the required knowledge and expertise to teach learners with SLD in mainstream education affecting their performance in the examinations. Teachers in mainstream schools lack teaching and learning resources for learners with SLD. The study recommends the training of all teachers to be able to teach learners with SLD, and support well in terms of administrative support, planning time and disability-specific teaching skills and resources. The study suggests further research to be conducted on an investigation of pre service teachers' attributions for learners with SLD.