Abstract:
Abstract:
School climate and teacher performance are critical factors in any learning institution that
seeks to have competitive edge. Teachers from Kitui County have raised concern over
unfavourable school climate that affects their performance. Despite the fact that some
studies on school climate have been carried out in Kenya none of them has explored
exhaustively on poor teacher performance. Hence there was need to carry out this study.
The purpose of this study was to determine the effects of availability of teaching and
learning resources on teacher performance in public secondary schools in Kitui county.
this study employed mixed methods approach and descriptive survey research design to
reveal and measure the opinion of teachers and the indicators of school climate and was
anchored on three motivational theories namely: McGregor theory x and Maslow’s
Hierarchy of needs and Hertzberg’s two factor theory. The study targeted 400 public
secondary schools and 2417 teachers from Kitui county. Purposive and random sampling
was used to select 40 principals and 488 teachers. Fractional method was used to sample
40 teachers from the 400-public secondary schools.20% of 2417 teachers were randomly
selected from each sub-county. Sample size for this study was calculated using
hypergeometric formulae where 76 principals and 352 teachers were selected giving a
total of 428 respondents. Data was collected using Questionnaires for teachers, interview
schedules for principals and document analysis. Validity of the instrument was achieved
by reading other research works, books and journals. Split half reliability was used to test
teacher’s questionnaire and principal’s checklist. Research instruments were appraised
through a pilot study on 25 teachers and 5 principals from Katulani sub-county. Data was
analysed qualitatively and quantitatively using Pearson correlation moment to test the
questionnaire, Analysis of variance (ANOVA) and multiple regression. Descriptive
statistics and inferential statics were used. Descriptive statistics aided by statistical
package for social sciences (SPSS) version 21.0 was used. Quantitative data was presented in percentages, t-test, frequencies and tables while qualitative data was organized into
thematic categories according to the objectives of the study. The study established that
there is no statistically significant relationship between teaching/leaning resources and
teacher performance, p-value=0.001<0.00, the study recommended that there was need
for school principal to avail enough teaching and learning resources and balance
teacher’s workload and work closely with the teachers to ensure there is enough
provision of teaching materials as well as e-resources for use by both the teachers and the
students.
Keywords: teaching and learning resources, teacher performance, school climate