Effect of Teacher’s Qualification on Teaching Activities at Kabete Rehabilitation Schools, Kenya

Abstract

The achievement of learners with emotional and behavioral disorder decrease in schools before they are placed in the rehabilitation in school. After placement in the right school for rehabilitation services control of undesirable behavior was given first priority. The purpose of the study was to determine the effect of teacher’s qualification on teaching activities at Kabete Rehabilitation Schools, Kenya. The study used descriptive research design questionnaires and interview schedule to collect the data. The target population was special needs education teachers, class teachers, EBDS learners and school principal. Simple random sampling was used to select 30 EBDS learners. Further stratified sampling was used to select five SNE teachers and purposive sampling was used to select class teachers. The school principal was automatically selected a respondent. The population sample size for the study was 42 respondents. Pilot study was conducted at Kakamega Rehabilitation School where there were EBD learners with the same characteristics. That was done, to research Instruments. Inferential statistics were used to analyze collected data. The collected data was presented through tables, graph and charts. Results revealed that teacher qualifications has a positive and significant effect on teaching and learning activities of (β= 1.584, p < 0.05). The study concluded that teacher qualifications have a positive and significant effect on teaching and learning activities. The study recommended that the government (TS) should employ and deploy teachers trained in handling learners with emotional and behavioral disorders to rehabilitation schools. Qualified Counsels should also be employed to provide counsel no to EBD learners in the rehabilitation school. The qualifications of the counselor should hold a diploma or a degree for effective implementation of the Counseling program.