Training Needs for Teachers' Advisory Centres' (TACS) Tutors in Kiambu East District, Kenya.
| dc.contributor.advisor | Ndichu, Gitau | |
| dc.contributor.advisor | Kimui, Violet Wangui | |
| dc.contributor.author | Ndung'u, Elizabeth Mukami | |
| dc.date.accessioned | 2014-03-21T08:50:50Z | |
| dc.date.available | 2014-03-21T08:50:50Z | |
| dc.date.issued | 2014-03-21 | |
| dc.description | Department of Educational Communication and Technology, 89p. The LB 1727 .K4N37 2010 | en_US |
| dc.description.abstract | The purpose of this study was to determine the training needs for TAC tutors in Kiambu East district. The study adopted a descriptive survey design to investigate the knowledge and skills that TAC tutors possessed and that which they required for effective performance of their roles. Six of the nine centres in Kiambu East district were used for the study. The target population consisted of six TAC tutors, one thousand, one hundred and nineteen (1119) primary school teachers and five Education Officers. Both the TAC tutors and Education Officers were purposively sampled while the primary school teachers were randomly sampled. Data was collected using three research tools namely questionnaires, interview schedules and checklists. To determine their reliability, the questionnaires were piloted using one TAC tutor and seven primary school teachers. The questionnaires were administered to the TAC tutors and primary school teachers by the researcher. Data was collected, coded and analyzed. Data was then quantified using descriptive statistics such as frequencies and percentages .The findings were presented in tables and graphs. The results were organized as per the research objectives. According to the fmdings, the TAC tutors were being appointed on merit .They had also acquired some knowledge, skills and attitudes that enabled them perform their duties. However, they required more competencies to enable them discharge their roles effectively. It also emerged that the TAC tutors encountered various challenges in the course of performing their duties. The main recommendations, therefore, were that after appointment the TAC tutors should be given special training to make them conversant with their new roles. They would also require regular in-service courses to keep them abreast with changes in the curriculum and emerging issues. The researcher also suggested that those appointed to positions of TAC tutors be holders of at least Bachelor <of Education degree. | en_US |
| dc.description.sponsorship | Kenyatta University | en_US |
| dc.identifier.uri | http://ir-library.ku.ac.ke/handle/123456789/9285 | |
| dc.language.iso | en | en_US |
| dc.subject | Teachers --Training of --Kenya | |
| dc.subject | Elementary school teachers --In-service training --Kenya | |
| dc.subject | Training needs --Kenya | |
| dc.title | Training Needs for Teachers' Advisory Centres' (TACS) Tutors in Kiambu East District, Kenya. | en_US |
| dc.type | Thesis | en_US |