Utilization of Secondary School Peer Teachers and Implications for Adherence to Teacher Competence Standards in Selected Counties of Western Region, Kenya
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Date
2021
Authors
Wasike, Kasembeli David
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
There has been an upsurge in the utilization of peer teachers in secondary schools in
Kenya in the recent past. This is despite the Ministry of Education and Teachers Service
Commission having insisted on only registered teachers being allowed to teach in
Secondary schools. The current study aimed at investigating, analyzing and documenting
the concept of peer teaching in Kenyan secondary schools and implications for adherence
to teacher competence standards in selected Counties in the Western region of Kenya.
The Western region was chosen due to the high prevalence of peer teachers and the value
attached to education by the locals. This study was to benefit schools on how best to
engage peer teachers. The study was descriptive in nature and the data collection method
was an intra-national case study. This study was guided by Pierre Bourdieu’s Theory of
Practice (1990) and was heavily influenced by the Scientific Method Approach as
propounded by Noah and Eckstein. Three research instruments were utilized, namely;
questionnaires, interviews and document analysis. The questionnaires were used to
collect data from students, regular teachers, peer teachers and H.O.D’s. The interviews
were conducted with the Principals, CDTSCs, B.O.M members, parents, students, peer
teachers, regular teachers and H.O.Ds in the selected schools. Document Analysis was
done on past K.C.S.E results records. The data collected was analyzed using a mixed
method with a bias on qualitative data analysis approaches. Qualitative data was analyzed
through thematic analysis: that is, coding and categorization of emerging themes from the
data according to the objectives. While quantitative data was analyzed using both
Descriptive statistics such as percentages and means and inferential statistics namely, ttest
to establish whether there was any significant difference in the performance in
national exams between classes handled by peer teachers and those by regular teachers.
The data analyzed was presented in paragraphs and tables where applicable. The data
indicated that there was a drastic increase in the number of peer teachers in secondary
schools in the years 2010 to 2016. Majority of these were found in sub county schools.
The schools assigned them all the duties of a teacher although in varied proportions
depending on the school’s needs. The recruitment of peer teachers was schools-based,
either by the Principal, H.O.Ds, adhoc committees or sometimes staff consultations.
Majority of the peer teachers, teachers, Principals, B.O.M members and parents
supported peer teaching as the best option for improving performance in schools. The
proposed appropriate guidelines for peer teacher utilization were to begin with
competitive recruitment, structured induction programmes, mentorship programmes and
attendance of seminars and workshops to enable peer teachers acquire relevant teaching
skills. In light of these findings, the study recommended that schools utilizing peer
teachers should establish a competitive recruitment process that gives an opportunity to
the best candidate to get the job. Equally, the candidates recruited should be taken
through a rigorous induction process to enable them acquire relevant teaching skills. The
government should also develop better mechanisms of implementing policies to ensure
full compliance.
Description
A Thesis Submitted to the School of Education in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in the Department of Educational Foundations, Kenyatta University, November, 2021
Keywords
Utilization, Secondary School, Peer Teachers, Implications, Adherence, Teacher Competence Standards, Selected Counties, Western Region, Kenya