The Qualities of Effective Secondary School Teachers and Criteria for Selection of Secondary Teachers in Kenya

By Misigo, Bernard L.; Kodero, M. N. | Journal of Emerging Trends in Educational Research and Policy Studies, April 2014 | Go to article overview

The Qualities of Effective Secondary School Teachers and Criteria for Selection of Secondary Teachers in Kenya


Misigo, Bernard L., Kodero, M. N., Journal of Emerging Trends in Educational Research and Policy Studies


Abstract

The purpose of this study was to develop an instrument for recruitment of teacher trainees from the qualities of effective teachers identified and validated in this study. In Kenya, teacher resource is recognized as the most critical input to the education system. Teachers selection, training and utilization Is therefore critical to the quality of learning. However, there is no existing research based criteria of selecting teacher trainees into teacher education programme.A total of 475participants drawn from secondary schools from Nyanza, Western and Rift valley provinces. Stratified simple random sampling was used to select and recruit these participants. Participants were given questionnaires containing items on the qualities of the effective teachers and were required to give structured responses. The statements contained in the questionnaires were coded and analyzed using exploratory factor analysis. This study revealed that students perceived effective secondary school teachers as those who possessed cognitive, pedagogical, affective, professional, spiritual and counseling qualities. Secondly, a selection criterion for recruitment of teacher trainees into teacher training programmes was developed. This criteria is useful to teacher educators and employers in the recruitment of teacher trainees into teacher education, as well as graduate teachers into teaching profession.

Keywords: Kenya, effective teachers, qualities, criteria, selection secondary, school teachers

INTRODUCTION

Studies have indicated that effective teachers have significant impact on student achievement (Kaplan &Owings, 2002; Clotfelter, ladd & vigdor, 2007). Teacher quality standards include a wide range of knowledge, pedagogical skills, abilities and dispositions that contemporary educators believe effective teachers must possess and demonstrate in a classroom (Mitchell, Robinson, Plake & Knowles, 2001). Research has demonstrated that one of the most important factors influencing the quality of teaching is selection (Cochran-Smith2002). However, in most countries evaluation instruments are not properly constructed, or administered (Toch & Rotman, 2008).

In Germany, teacher recruitment is crucial because teachers are civil servants. Once the administration approves of a teacher's appointment, the teacher is likely to receive tenure. Thus the recruitment procedure is expected to be more thorough (OECD 2004). Teacher recruitment however, raises a theoretical issue concerning the question of teaching as a profession. According to the concept of "profession" members of a full profession are responsible for the training and recruitment of their associates. According to Hoyle (1995) in Germany teacher force does not have control over training and recruitment of teacher thus teaching is viewed as a semi-profession. In Britain, teacher trainees are screened for empathy, understanding and passion to ensure they have qualities of good teachers. In a speech by former British Prime Minister Gordon Brown recruitment of the best teachers will in future be more than simply a class of degrees but also about empathy, understanding and passion-the intangible qualities that define every great teacher. He said that the piloting of a test to screen potential teachers these was underway. This pilot would involve asking a range of on screen questions about qualities or attributes expected of a teacher such as organization, flexibility and resilience (Hannah Richard British broadcasting corporation BBC news education reporter, march 3, 2010). Whereas Countries like Finland and Singapore admit top student through a joint selection board into teachers colleges (Kipkorir, 2011). The teacher resource has been recognized in kenya as one of the most crucial inputs into the education system hence their selection, recruitment, training and utilization is critical to the quality of learning outcomes (Government of Kenya sessional paper No. …

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