The Influence of Teacher Personality on the Performance of Learners in Kiswahili in Public Day Secondary Schools in Suba South Sub-County, Homa Bay County, Kenya
Keywords:
Teacher Personality,, Performance,, learners,, secondary schoolsAbstract
The evolution of Kiswahili from its inception in the 18th century to its position as a globally acknowledged language is evidence of its advancement. The Language Policy of Kenya (2010) promotes the efficient management and utilization of Kiswahili for national development and effective administration of public services to fulfill the expectations and needs of citizens. This research aimed to investigate the impact of teacher personality on the performance of Kiswahili in public day secondary schools within Suba South Sub County. The study utilized a descriptive survey design with a mixed method approach. The target group consisted of 28 principals, 28 deputy principals and 47 Kiswahili teachers making a total of 103 participants. The sample size for the teachers, principals and deputy principals was determined through a census approach resulting into a final sample size of 103 participants. Questionnaires were used to collect data from Kiswahili teachers and principals while an interview guide was used to gather information from deputy principals. To ensure the validity of the research instruments, expert judgment was sought from university supervisors and reliability was determined through a test and retest method. The study was piloted in selected public day secondary schools within Suba North Sub-County. The quantitative data collected was analyzed descriptively using frequency, percentages, means, standard deviation as well as Pearson correlations and regression. Additionally the qualitative data obtained from the interviews was thematically analyzed. Ethical considerations such as obtaining approval from the Rongo University Directorate of Post Graduate Studies, obtaining a NACOSTI permit notifying the Suba South Sub County Office and principals of the sampled schools and assuring confidentiality to the respondents were taken into account. The findings revealed a significant relationship between teacher personality and performance with a correlation coefficient of r=.794 and p=.00<.05. This study may be of significance to principals, deputy principals, teachers and the Ministry of Education as well as other agencies such as the Kenya Institute of Curriculum Development and Teachers Service Commission. It may also benefit future researchers by providing insight into the selected teacher psychological factors influence students' performance in Kiswahili in public day secondary schools.
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