An investigation into the adequacy of primary teacher education: a case study of Machakos Teachers College

Abstract

The purpose of this study was to establish the adequacy of primary teacher education in preparing primary school teachers. The study was conducted in Machakos Teachers' College in Central Division Machakos District. Concern for quality teacher education in Kenya is the guiding factor in this study. Education is viewed as an investment because the government, parents, sponsors and other stakeholders spend a lot of money on education.

The study assumes that quality education cannot be achieved in primary schools if teachers at this level are inadequately prepared. Therefore, the study sought to establish if teacher trainees entry qualification had any effect on the trainees acquisition of relevant knowledge and skills. Also, the study sought to determine the relevance of primary teacher curriculum to primary school curriculum and if the two-year training period was adequate in preparing primary school teachers. In addition, problems facing primary teacher education were investigated.

Data was collected using questionnaires, interview schedule and documentary analysis. To establish whether the instrument was valid and reliable, a pilot study was carried out. The results from the pilot study were used in making modifications on the instruments.

The target population consisted of 80 tutors in Machakos Teachers College in Central , "' Divison Machakos District. Also, it included 460 second year students at the college, 72

public primary schools, 72 head teachers and 894 teachers. Random sampling was used to

UNIVERSITY OF NAIROBI EAST AFRICANA COLLECTION

select 40 tutors, 46 Second year students, 7 primary schools and 89 teachers. There were a total of 184 respondents.

Data analysis was done using the Statistical Package for Social Science (SPSS) computer program. Descriptive statistics such as frequencies, means and percentages were used to summarize the data collected.

The research fmdings showed that trainees' entry qualification was related to acquisition of relevant knowledge and skills. Trainees with average entry qualification like C constant or KCE Division II and above performed better than those with C- and below or KCE Division III. Also, the fmdings showed that the two-year training period was inadequate.

The research fmdings further showed that primary teacher curriculum is relevant to primary school syllabus. However, trainees leave college after two years before they are adequately prepared in all the areas because of the wide curriculum. Teaching practice session also requires more time in order to allow the trainees perfect their teaching methodology skills.

The research recommends that Primary TTCs should be equipped with adequate facilities and tutors be trained in primary option. In order to ensure that primary teachers are well trained it is recommended that the training period be increased to three years and trainees be awarded diploma in education. This research work will be an eye opener to other • researchers to develop inierest and pursue the issue of primary teacher education to the

bottom.