Influence of Teacher Qualification on Students' Performance in Mathematics in the Uasin Gishu County

Abstract

Mathematics is a very crucial subject in the school curriculum especially being a compulsory subject since the adoption of 8-4-4 system in Kenya. Mathematics is rated a very important subject because it makes a man methodical or systematic which depends on teacher's qualification. The study sought to identify the effect of teacher qualification on students' performance in Mathematics in the Uasin Gishu County. The study used descriptive survey design. The target population for this study consists of teachers of mathematics of two hundred and sixteen secondary schools in Uasin Gishu County. A sample of forty two secondary schools was purposively selected from the two hundred and sixteen schools. Simple random sampling technique was used to select 126 teachers. Primary data collected using questionnaires. Data collected was analyzed using inferential statistics using the Statistical Package for Social Sciences (SPSS). There was a positive significant relationship between teacher's qualification and mathematics performance. From the linear regression model, (R² = .092) showing that teachers qualification account for 9.2% variation in mathematics performance.  The teacher's qualification positively influenced the mathematics performance in secondary school. The Ministry of Education should offer an opportunity for further teacher professional training through workshops, seminars and short courses.