Advanced certification and teacher attitude on learning outcomes at primary school level in Kenya: a situational analysis

Abstract

Recent research has identified teacher quality as the most important variable in increasing student achievement. This has led to teachers in primary schools in Kenya seeking advanced certification. However studies indicate that the levels of numeracy and literacy skills are still wanting despite having many teachers attaining advanced certification. The study was carried out in Elgeyo-Marakwet County. The purpose of the study was to determine the effect of advanced certification and teacher attitude on learning outcomes at primary school level in Kenya. The specific objectives of the study were: To determine the number of primary school teachers who have attained advanced certification, to establish the effect of advanced certification on learning outcomes, to determine the effect of teacher attitude on learning outcomes, and to advance strategies of mitigating the negative effect of teachers attitude. The study was underpinned by the planned behavior, and education production function theories. Advanced certification and teacher attitude were taken as the independent variables, while learning outcomes was the dependent variable. The study adopted pragmatism philosophy which is a world view which arises out of actions, situations and consequences rather than antecedent conditions. The study used mixed methods approach in which data was collected by questionnaires and structured interviews. The target population was 365 headteachers, 3,300 teachers, and 7 TSC directors in Elgeyo-Marakwet. Stratified random sampling and then simple random sampling was used to obtain the respondents for this study. The three strata used were headteachers, teachers, and TSC directors. Data was analyzed using both inferential and descriptive statistics. Sample size of 443 was used. A response rate of 55% was obtained. Findings indicated that 13.3% of respondents had certificate level education, 42.5% had diplomas, 30.8% had bachelors, and 13.3% had masters. Hence 85.8% of the teachers had advanced certification. Results indicated a negative significant correlation between advanced certification and learning outcomes (r = -0.717). There was a positive significant correlation between teacher’s attitude and learning outcomes (r = . 888). Regression method was used to test the hypotheses. The results of the regression analysis suggested that advanced certification had a negative significant effect on learning outcomes (β= -.187) while teacher attitude had a positive significant effect on learning outcomes (β=.830). It was therefore concluded that advanced certification made the teachers develop a negative attitude towards their teaching responsibilities and this impacted negatively on learning outcomes. The study therefore recommends that teachers seeking advanced certification should be guided on the relevant courses to undertake that will add value to their classroom delivery.