| dc.description.abstract | This study explored the relationships
between selected teacher characteristics and
academic performance of learners with hearing
impairment in Kenya Certificate of Primary
Education (KCPE) in special primary schools in
selected counties. The study used the descriptive
survey research design. The selected teacher
characteristics for the study included teacher level
of qualification, teacher years of professional
experience, teacher absenteeism from school and
teacher pedagogical knowledge. One hundred and
eight respondents were purposively selected for the
study. This sample was made up of seventy one
learners, thirty three teachers teaching upper
primary and four head teachers. Data collected
were categorized, coded and keyed into the
computer software the Statistical Package for
Social Science so as to get frequency tables and
percentages. The findings showed majority of
teachers handling learners with hearing
impairment in special primary schools were highly
qualified, experienced, attend school regularly and
had the requisite pedagogical knowledge to cater
for these learners effectively. Contrary to the
findings, academic performance of learners with
hearing impairment in KCPE in special primary
schools continues to remain below average with
most schools managing a mean of less than
hundred and fifty marks. The study recommended
capacity building for teachers through workshops
and seminars on new skills and trends of effective
handling of these learners. Also, curriculum
support services and monitoring of instruction
processes be enhanced by field officers and
strengthening internal supervision of the school
instruction processes | en_US |
