| dc.description.abstract | The purpose of the study was to establish the influence of teacher training on students’ academic
achievement in Kiswahili language. Though studies have been done on teacher training and
academic achievement in other subjects, no known research has been done on Kiswahili language.
This study was guided by Teacher Efficacy theory which connects teacher training and academic
achievement. The study was done in Kathonzweni sub county Kenya, the target population was 39
principals who were sampled purposively. 60 Kiswahili teachers in 39 public secondary schools
were sampled through simple random sampling. The objective of the study was to determine the
influence of teacher training on students’ academic achievement in Kathonzweni Sub County,
Makueni County, Kenya. The study adopted a descriptive research design. Questionnaires for
principals and teachers were used to collect data. The quantitative data collected was analyzed
using Statistical Package of Social Sciences (SPSS).The study showed the pre-service training and
in –service training was very paramount in informing the teacher of the emerging trends in the
subject hence improved performance. It also showed that trained teachers were able to deliver
classroom instruction better than the untrained teachers, hence trained teachers posted good
performance in Kiswahili language. The administration support for teacher development
programs through facilitation was evident. The findings in this study will be useful in advising the
Ministry of Education (MOE) on the need to have teacher trainees in the teaching colleges and
universities be thoroughly grounded in their preparation for classroom instruction. It will also
advise on establishment of Teacher Capacity Building Centers to offer refresher courses for in
service Kiswahili language. It will help in future researches on teacher training and academic
achievement in other levels or subjects. | en_US |
