Tag Archives: Teacher Training

Incentives and Obstacles: Participation in Training Programs for Human Resources in Education (Published)

This article comes to investigate the incentives motivating deputy teachers to take part in training programs, as well as the obstacles they face in this endeavor. Specifically, in this survey carried out, a set of incentives that work motivationally has been rated by teachers. In the same way, the obstacles they encounter when they want to take part in training programs were rated as well. The analysis of the results has highlighted the theme of the training program as the strongest motive, while the biggest obstacle is the place of residence and work in the case of deputies working in inaccessible and remote areas.

Keywords: Teacher Training, deputy teachers, inaccessible and remote schools, motivation and learning barriers.


The teacher is the most important ingredient in the effective teaching and learning and more so the life skills. It is therefore important that teachers are very well prepared to meet this new challenge of teaching life skills. The success of a teacher largely depends on his/her personal context, personal efforts and his/her general personality. These characteristics can be greatly enhanced if a teacher receives specialized training in methods of teaching life skills education programme. This prompted the author to carry out a study in life skills teaching in secondary schools in Eldoret East District in Kenya. This paper discusses the findings on how the training of teachers influences life skills education in the study area. The study adopted a descriptive survey research design. The techniques used to select the research sample were stratified, purposive and simple random sampling. Two hundred and forty (240) students, 45 teachers and 15 heads of humanities department were selected to participate in the study. To collect data, questionnaire and interview schedule were used. Data collected were coded in Statistical Package for Social Scientists (SPSSv 13.5) and analysed by non parametric Chi-square (χ2) test, descriptive statistics and frequency distribution. The findings were presented in form of tables, charts and graphs. The study revealed that teachers were not fully prepared to teach life skills and were in dire need of in-service courses for effective teaching. It was therefore recommended the Ministry of Education through KIE should facilitate in-service training of LSE teachers at least once per year and provide clear guidelines on how to teach the contents of LSE. Investigation into teachers’ classroom competence has yielded findings, which can be used for the betterment of teaching and learning of life skills in Kenyan secondary schools. Curriculum developers would find the research findings useful as they reflect on the extent in which the objectives set for the course are being achieved

Keywords: Eldoret East District, Kenya, Life Skills Education, Role, Secondary Schools, Teacher Training