TEACHER FACTORS IN RELATION TO PERFORMANCE IN LANGUAGE ACTIVITIES AMONG LEARNERS IN PUBLIC PRE-PRIMARY SCHOOLS IN MWINGI CENTRAL SUB-COUNTY, KITUI COUNTY, KENYA

Abstract

Teachers play an important role in language development among learners in pre-primary schools. They help learners acquire reading, writing and oral skills. However, in public pre primary schools in Mwingi Central Sub-county, the situation is quite different since many learners still manifest poor reading, writing and oral skills. Thus, the purpose of this study was to assess the influence of teacher-related factors on performance in language activities among learners in public pre-primary schools in Mwingi Central Sub-county, Kitui County, Kenya. The objectives were; to examine the influence of teacher motivation, qualifications and experience on performance in language activities among learners in public pre-primary schools in Mwingi Central Sub-county. The study may benefit school management by providing insights that can enhance the effectiveness of language instruction. Additionally, both the national and county governments could gain valuable information to inform legislation and policy development, ultimately improving language learning in Kenya.The study was guided by the interactionist theory of language acquisition. The study applied descriptive survey research design. Target population for the study was all pre-primary school teachers and learners in Mwingi Central Sub-county. The sample size of 320 respondents was determined using Yamane’s Formula. Stratified sampling was used to create five different strata based on the number of zones. Schools and headteachers were selected using simple random sampling while teachers and learners were selected using simple random sampling to avoid bias and favouritism. Pilot study was conducted among 32 respondents from Kwamwingio and Kawelu public pre-primary schools in the neighbouring Makueni Sub county. Questionnaires were used to collect quantitative data from pre-primary school teachers, whereas interview guides were used to collect qualitative data from headteachers and observation checklist from learners. Qualitative data was analyzed thematically along the objectives and presented thematically in narrative forms. Quantitative data was analyzed descriptively using frequencies and percentages. Quantitative findings was presented using tables and charts. The study found that pre-primary school teachers were not adequately recognized by school management compared to other staff. Class size significantly affected both teacher motivation and learners' performance in language activities. Teachers lacked essential resources and tools, were poorly remunerated, and received little to no non-monetary benefits. Many were also not professionally trained or equipped for their roles. There was a clear relationship between teacher qualifications and learner performance, yet most teachers lacked the necessary credentials to effectively implement language activities. Instructional methods and materials were shaped by teacher motivation, skills, and the availability of resources. However, school management often overlooked teacher experience during hiring, despite its crucial role in creating a productive learning environment, enhancing learner confidence, improving academic performance, and fostering effective teacher-learner communication.