Relationship Between Teachers' Academic Qualification And Retention Rates Of Learners With Intellectual Challenges In Special Units In Public Primary Schools ,Kikuyu Sub-County, Kiambu County, Kenya.
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 4
Abstract
The failure to achieve education and essential skills for life is a big problem to children with intellectual challenge. The purpose of this study was to determine the influence of teachers' academic qualification on the retention rates of learners with intellectual challenges in the special units in public primary schools in Kikuyu Sub-County. The researcher included all the 8 schools Kikuyu Sub-County, Kiambu County in this study and interviewed all the teachers and the head teachers. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. This study was guided by the Self Efficacy Theory. The study used a descriptive survey design. The target population for the study included all the public primary schools within Kikuyu Sub-County with special units. The researcher included all the 8 schools in this study and interviewed all the teachers and the head teachers. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. The findings of the study indicated a strong positive correlation (r = 0.796, P< 0.05) between teachers' academic qualification and the retention rates of learners with intellectual challenges in the special units in public primary schools. The recommendations of the study were that the ministry of education should train more teachers on special needs education so as to increase the number of teachers with that skill.
Authors and Affiliations
Anne Njeri Benson, James Mwaura Kimani, Naftali K. Rop
Keywords
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- EP ID EP413826
- DOI 10.9790/7388-0804045761.
- Views 150
- Downloads 0
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