Projections of Secondary School Teacher Demand in Kenya

Wamukuru David Kuria, Ngware Moses Waithanji and Ochola Washington Odongo

Absence of a reliable teacher demand model in Kenya has led to weaknesses in planning teacher training and recruitment. The fact that there is no clear framework for determining the factors affecting teacher demand results to lack of understanding of the way these factors influence teacher demand. The introduction of Free Secondary Education (FSE) together with the expected influx of the FPE graduates into secondary schools and Kenya’s Vision 2030 in secondary education requires an in-depth analysis to be able to determine and to project their effects on demand for teachers in order to safeguard against shortages and expensive surpluses. This created the need for this study to develop a model to determine the effects of the factors determining demand for secondary school teachers and to project future secondary school teacher demand in Kenya. The study also concluded that if the current teacher demand factors trends in public secondary schools are maintained, there will be a shortage of eight teachers, on average, at the school level and a shortage of 79,901 teachers at the national level by 2030. Under the best case scenario whereby policy controls and intervention measures would control the teacher demand factors, the teacher shortage would reduce to 4,928 teachers by 2030. However, under the worst case scenario whereby the teacher demand factors get out of control, the teacher shortage at the secondary school level would reach 126,019 by 2030. This study recommended that the TSC and the Ministry of Education should make necessary policy reforms that would help improve teacher recruitment, distribution and utilization to avoid critical teacher shortages in the future.

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Influence of In-Service Training (SMASSE) on Teachers’ Preparedness and Content Delivery in Teaching of Chemistry in Secondary Schools in Wajir County, Kenya

Wamukuru David Kuria, Elmoge Yussuf Nur and Muthaa George

Strengthening Mathematics and Science in Secondary Schools (SMASSE) was introduced in Kenya with purpose of improving the performance of mathematics and science in secondary schools through encouraging the use of better teaching and learning methods. Despite the SMASSE training of chemistry teachers, the performance of Chemistry in Wajir County has been poor showing a declining trend since the year 2004. This study investigated the influence of SMASSE training programme on teaching and learning of Chemistry in Wajir County. The study was carried out in public secondary schools in Wajir County. The study employed descriptive research design. Purposive and random sampling was used to select 35 teachers and 135 form two students. Data was collected through self administered questionnaires. The data was analyzed using qualitative and descriptive statistics. The results showed that SMASSE had positive influences on teacher preparedness, teacher content delivery in teaching of chemistry. The research recommended the continuation of SMASSE training for new teachers and SMASSE refresher courses for already SMASSE trained teachers.

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Attitudes of Special Education Students towards including Students with Disabilities in General Classes related with Some Variables

Ahmed Elhassan Hamid Abdulaziz Alasmari and Eldood Yousif Eldood

The study was conducted in Jazan university- faculty of education during academic year 20014-2015. The aim of study was to examine students’ attitudes toward including students with disabilities with their typical peers in general classrooms and to examine the influence for background and income on attitude of education students toward inclusive. We used descriptive statistic methods. Questioner technique is used as method of data collection.Study group included 800 special education students from Faculty of Education School and 120 students were selected randomly as study group sample. The data was analyzed by using SPSS program. The attitude of students toward including disabilities in general education classroom is positive and it is significant (p<0.05). The background and income influenced on attitudes of students toward inclusive.

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