The impact of teachers’ knowledge and skills on students’ insha writing in selected secondary schools in Wareng sub-County, Uasin gishu county Kenya.

Abstract

The purpose of this study was to investigate the impact of teachers’ knowledge and skills on students’ Insha writing in selected public secondary schools in Wareng subcounty, Uasin Gishu County, Kenya. The study was guided by the following objectives; to determine the effects of teachers’ content level on the teaching of Insha writing; to evaluate teachers’ pedagogical content in teaching Insha writing, to analyse Insha written by students in order to find links with teacher skills; and, to assess the challenges faced by teachers in teaching Insha writing in selected public secondary schools in Wareng Sub-county, Uasin Gishu County. The study employed exploratory research design in selected public secondary schools in Wareng Sub County. Out of the 44 public secondary schools in the study area stratified random sampling was used to categorize the schools into county and sub-county schools. All the 4 county schools were selected purposively while simple random sampling was used to select 8 sub-county schools making a total of 12 schools used in the study. At the time of the study there were 82 teachers of Kiswahili. Simple random sampling was used to select 24 Form Three teachers of Kiswahili, two from each of the 12 schools. Data was collected by the use of observation schedules, interview guides for teachers and writing tasks for students. Observation schedules were used in collecting information relevant from Kiswahili subject teachers while writing tasks were administered to students. The data collected was analysed qualitatively to generate data that was summarised in graphics and discussed in narrative form. Findings from the study as seen in the students’ Insha books indicated that teachers did not give their students Insha tasks on a weekly basis as proposed in the schemes of work. Further observation indicated that teachers did not strictly adhere to their schemes. Most teachers lacked the skills to teach Insha writing. In addition, most teachers exhibited pedagogical weaknesses in their interaction skills with learners. Learners were rarely engaged in teacher-student and student-student interaction. Insha analysed showed various structural weaknesses reflecting poor teaching. It can therefore be concluded that teachers’ knowledge influences the method of teaching, evaluation procedures, and choice of resources to be used in teaching of Insha writing. Teachers’ pedagogical skill level influences the choice of the teaching method, classroom management and learners reception of Insha teaching. The study therefore recommended that regular Kiswahili language teaching workshops be organized for teachers to equip them with skills of coping with the demands of language teaching. In addition, school managers need to purchase relevant class readers for various levels; and the government to ensure that more teachers of Kiswahili are employed to teach in secondary schools. Findings from this study will be significant since it will inform stakeholders such as the Ministry of education and institutions of higher learning, on the teaching of writing of Insha in Kenyan secondary schools.