INFLUENCE OF TEACHERS’ PROFESSIONAL QUALIFICATIONS ON ACADEMIC PERFORMANCE OF LEARNERS WITH VISUAL IMPAIRMENT (VI) IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

The purpose of this study was to influence teachers’ professional qualifications on the academic performance of learners with visual impairment (VI) in integrated public primary schools in Nairobi County, Kenya. The research assumed an expressive survey design exploiting quantitative techniques. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed both qualitative and quantitative data collection techniques. Quantitative data was analyzed and coded using Statistical Package for Social Science (SPSS V 23.0). The findings showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE, while only a tiny fraction had PhD qualifications. The study concluded that professional qualification significantly influenced the academic performance of learners with VI, braille proficiency of teachers significantly influences the academic performance of learners with VI, and ICT integration has improved the quality of assessment in school, thus advancing the academic performance of learners with VI. The study recommended that the government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring that most teachers receive special education when dealing with learners with VI and other disabilities.

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