Relationship between Teachers’ Working Conditions and Students’ Academic Performance in Public Day Secondary Schools in Nyando Sub-County, Kenya

Abstract

The purpose of the study was to investigate the relationship between teachers’ working conditions and students’ academic performance in public day secondary schools in Nyando Sub-County. This was in the light of the concern that most public day secondary schools in Nyando Sub County had been posting poor grades between 2011 and 2015. The study adopted a correlational research design. The target population was all public day secondary schools in Nyando Sub-County. A sample of fourteen schools, which comprised 50% of the total population, was used in the study. Stratified random sampling was used to allow full participation of the schools. Four teachers were randomly sampled in each sampled school to fill the questionnaire, which was the data collection instrument. Descriptive and inferential statistics were used to present the results of the study. This involved tabulating, graphing and describing data. Linear regression was used to taste the hypothesis. The study findings revealed that there is a significant relationship between teachers’ working conditions and students’ academic performance. It was further revealed that poor working conditions and inadequate teaching and learning materials were the major de-motivators of teachers towards good students’ academic performance. Therefore, the study recommended that the government distributes teaching and learning materials equitably to schools to support good performance in all schools in Kenya.

Keywords: Students’ Academic Achievement, Teachers Working Conditions


Article Review Status: Published

Pages: 52-58 (Download PDF)

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