Kiswahili Teacher Characteristics and Students’ Academic Achievement in Secondary Schools in Murang’a and Kiambu Counties, Kenya
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Date
2025-09
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Kenyatta University
Abstract
Teachers contribute a pivotal role in shaping students’ academic outcomes,
particularly through effective curriculum implementation. In Kenya, concerns persist
about the declining performance in Kiswahili among secondary school students,
despite the efforts made to improve teacher professional development. This issue
was evidenced in Kiswahili results in 2020 KCSE, in Murang’a and Kiambu
counties, which recorded lower mean scores i.e. 4.3 and 4.4 respectively, than Nyeri
(4.62) and Kirinyaga (4.64). This study examined the influence of Kiswahili teacher
characteristics on students’ academic achievement in Kiswahili in secondary schools
in Murang’a and Kiambu counties. The focus was on three dimensions: (1) teacher
demographics (age, gender, personality), (2) academic and professional
qualifications and teaching experience, and (3) pedagogical content knowledge
(PCK). Bronfenbrenner’s Ecological Systems Theory (1979), which gives a holistic
lens for examining the multiple environmental layers that influence a learner’s
development and academic outcomes was used. The study employed a descriptive
survey design and focused on a population of 29,134 individuals, comprising 512
principals, 1,172 Kiswahili teachers, and 27,450 Form Four students. A stratified
proportionate sample of 103 schools yielded 299 Kiswahili teachers and 395
students, while 103 principals were purposively selected. Data was collected through
structured questionnaires, and instrument reliability was confirmed via the split-half
technique, achieving Cronbach’s alpha values above 0.90. Descriptive statistics
(frequencies, percentages, means, and standard deviations) and inferential tests
(ANOVA, independent samples t-tests) were employed in analysis. Results
indicated that teachers’ PCK, professional skills, and academic qualifications
significantly influenced student achievement in Kiswahili, with mean scores of 4.0
(SD = 1.1), 3.9 (SD = 0.8), and 3.8 (SD = 1.1), respectively. ANOVA further
revealed statistically significant differences in perceptions of gender’s influence
across principals, teachers, and students (p = .000). The study concludes that teacher
characteristics are critical in improving Kiswahili performance. It recommends that
the Teachers Service Commission should enhance teacher development programs
with emphasis on strengthening PCK. Further research is suggested to explore the
influence of gender, personality traits, and instructional methods, across different
types of secondary schools including rural and urban setting.
Description
A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (Curriculum Studies) In the Department of
Educational Management, Policy and Curriculum Studies in the School of Education and Lifelong Learning, Kenyatta University. September 2025
Supervisors
Grace Bunyi
Wilfrida Itolondo