ADVANCED CERTIFICATION AND TEACHER ATTITUDE ON LEARNING OUTCOMES AT PRIMARY SCHOOL LEVEL IN KENYA: A SITUATIONAL ANALYSIS BY MUSANI ESTHER CHEMISTO A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL MANAGEMENT AND POLICY STUDIES, SCHOOL OF EDUCATION IN PARTIAL FULFILLMENT FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT MOI UNIVERSITY NOVEMBER, 2016 ii DECLARATION Declaration by the Candidate This thesis is my original work and has not been presented for a degree or diploma in any other university. No part of this thesis may be reproduced without prior authority from the Author and/or Moi University. Musani Esther Chemisto: Sign……………………………… Date………… EDU/D.Phil.A/1003/2010 Declaration by Supervisors The thesis has been submittedwith our approval as university supervisors. Prof.Laban P.Ayiro ss: Sign……………………………… Date………… Professor Department of Education Management and Policy Studies Moi University Prof. Jonah N. Kindiki: Sign……………………………… Date………… Professor Department of Education Management and Policy Studies Moi University iii DEDICATION This thesis is dedicated to my children Bill Kosgey and Joy Stacy Cheruto- embrace education, it is the great equalizer, always aim high. I also dedicate it to my father, Moses Musani who has been a source of encouragement to me, for, even when I felt like giving up, he reminded me of the need and importance of completing my work. I will be forever grateful to him. iv ABSTRACT Recent research has identified teacher quality as the most important variable in increasing student achievement. This has led to teachers in primary schools in Kenya seeking advanced certification. However studies indicate that the levels of numeracy and literacy skills are still wanting despite having many teachers attaining advanced certification. The study was carried out in Elgeyo-Marakwet County. The purpose of the study was to determine the effect of advanced certification and teacher attitude on learning outcomes at primary school level in Kenya. The specific objectives of the study were: To determine the number of primary school teachers who have attained advanced certification, to establish the effect of advanced certification on learning outcomes, to determine the effect of teacher attitude on learning outcomes, and to advance strategies of mitigating the negative effect of teachers attitude. The study was underpinned by the planned behavior, and education production function theories. Advanced certification and teacher attitude were taken as the independent variables, while learning outcomes was the dependent variable. The study adopted pragmatism philosophy which is a world view which arises out of actions, situations and consequences rather than antecedent conditions. The study used mixed methods approach in which data was collected by questionnaires and structured interviews. The target population was 365 headteachers, 3,300 teachers, and 7 TSC directors in Elgeyo-Marakwet. Stratified random sampling and then simple random sampling was used to obtain the respondents for this study. The three strata used were headteachers, teachers, and TSC directors. Data was analyzed using both inferential and descriptive statistics. Sample size of 443 was used. A response rate of 55% was obtained. Findings indicated that 13.3% of respondents had certificate level education, 42.5% had diplomas, 30.8% had bachelors, and 13.3% had masters. Hence 85.8% of the teachers had advanced certification. Results indicated a negative significant correlation between advanced certification and learning outcomes (r = -0.717). There was a positive significant correlation between teacher’s attitude and learning outcomes (r = . 888). Regression method was used to test the hypotheses. The results of the regression analysis suggested that advanced certification had a negative significant effect on learning outcomes (β= -.187) while teacher attitude had a positive significant effect on learning outcomes (β=.830). It was therefore concluded that advanced certification made the teachers develop a negative attitude towards their teaching responsibilities and this impacted negatively on learning outcomes. The study therefore recommends that teachers seeking advanced certification should be guided on the relevant courses to undertake that will add value to their classroom delivery. v TABLE OF CONTENTS DECLARATION ii DEDICATION....................................................................................................................iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES...............................................................................................................x LIST OF FIGURESxii ACKNOWLEDGEMENTS xiii ACRONYMNS AND ABBREVIATIONS xiv CHAPTER ONE 1 INTRODUCTION 1 1.0 Overview 1 1.1 Background of the Study 1 1.2 Statement of the Problem 9 1.3 The Purpose of the Study 10 1.4 Specific Objectives 10 1.5 Hypotheses of the Study 10 1.6 Significance of the Study 11 1.7 Justification of the Study 11 1.8 Scope of the Study 12 1.9 Limitations of the Study 12 1.10Theoretical Framework 14 1.10.1 Theory of Planned Behaviour (TPB) 15 1.10.2 Education Production Function Theory 16 1.10 Conceptual Framework 17 vi 1.12 Definitions of Operational Terms 20 CHAPTER TWO 22 LITERATURE REVIEW 22 2.1 Overview 22 2.2 Advanced Certification 22 2.2.1 Teachers’ Advanced Certification 22 2.2.2 Teacher Quality and Advanced Certification 25 2.3 Attitude 49 2.3.1 Attitude of Teachers 49 2.3.2 Commitment 54 2.3.2.1 Teacher Commitment 55 2.5 Learning Outcomes 59 2.7 Empirical Studies 72 2.8 Summary of the Literature Review and the Gap therein. 77 CHAPTER THREE79 RESEARCH DESIGN AND METHODOLOGY 79 3.1 Introduction 79 3.2 The Study Area 79 3.3 Philosophical Underpinnings 80 3.4. Research Design 81 3.5 Target Population 82 3.6 Sampling and Sampling Procedures 82 3.7 Research Instruments 83 3.7.1 Structured Interviews 83 3.7.2 Questionnaires 84 vii 3.8 Reliability of Research Instruments 85 3.9 Validity of Research Instruments 86 3.11 Scoring of the Instrument 88 3.12 Data Collection 88 3.10 Data Analysis 89 3.11 Model Specification 90 3.14 Ethical Considerations91 DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSION 94 4.0 Introduction 94 4.1 Response Rate 94 4.2 Demographic Characteristics of the Respondents 95 4.3 Descriptive Statistics of the Variables 96 4.3.1 Advanced Certification 96 4.3.2 Teacher Attitude 97 4.3.3 Learning Outcomes 98 4.4 Study Variables Data Analysis 99 4.4.1 Effect of Teacher Attitude on Learning Outcomes 99 4. 5 Cross Tabulations 111 4.5.1 Experience and Advanced Certification 113 4. 6 Reliability Test 115 4.7 Test of Regression Assumptions 117 4.7.1 Test of Normality 117 4.7.2 Multicollinearity Diagnostics118 4.8 Validity of Study Measures 119 viii 4.8.1 Content Validity of Study Measures 119 4.8.2 Construct Validity of Study Measures 120 4.8.2.1 Factor Analysis for Teacher’s Attitude 120 4.8.2.2 Factor Analysis for Learning Outcomes 123 4.9 Situational Analysis 125 4.10 Correlation Analysis 127 4.11 Regression Analysis 129 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 136 5.0. Introduction 136 5.2. Summary of Findings 138 5.3. Conclusions and Policy Implications 141 5.4. Recommendations of the Study 141 5.4.1 Recommended Areas for Further Studies 142 REFERENCES 143 APPENDICES 158 APPENDIX 1: LETTER OF TRANSMITTAL 158 APPENDIX II: QUESTIONNAIRE 159 APPENDIX IIB: TEACHERS’ QUESTIONNAIRE 162 APPENDIX III: INTERVIEW SCHEDULE FOR TSC COUNTY AND SUB COUNTY DIRECTORS 164 APPENDIX IVA: NORMALITY PLOT FOR TEACHER ATTITUDE. 165 APPENDIX IVB : NORMALITY PLOT FOR LEARNING OUTCOMES 166 APPENDIX IVC : NORMALITY PLOT FOR ACADEMIC QUALIFICATION167 APPENDIX V: SAMPLE SIZE DETERMINATION TABLE. 168 APPENDIX VI: RESULTS TABLES 169 ix APPENDIX VIA: INTER-ITEM CORRELATION MATRIX FOR LEARNING OUTCOMES 169 APPENDIX VIB: INTER-ITEM CORRELATION MATRIX FOR TEACHER ATTITUDE 170 APPENDIX VIC: KMO AND BARTLETT'S TEST FOR TEACHER’S ATTITUDE 171 APPENDIX VID: TOTAL VARIANCE EXPLAINED FOR TEACHER ATTITUDE 171 APPENDIX VIE: KMO AND BARTLETT'S TEST FOR LEARNING OUTCOMES 172 APPENDIX VII: MAP OF ELGEYO MARAKWET COUNTY...................................173 APPENDIX VIII: CDE AUTHORIZATION..................................................................174 APPENDIX IX: COUNTY COMMISSIONER’S AUTHORIZATION........................175 APPENDIX X - RESEARCH PERMIT 176 APPENDIX XI: NACOSTI’S AUTHORIZATION........................................................177 x LIST OF TABLES Table 2.1:Teachers with Advanced Certificates at Primary School Level in Elgeyo- Marakwet County 29 Table 2.2:Teachers Pursuing Advanced Certification at Primary School Level in Elgeyo-Marakwet County 29 Table 2.3:Teachers with/Pursuing Advanced Certification at Primary School Level in Sampled Primary Schools in Elgeyo Marakwet County 31 Table 2.4Percentage of Children Unable to Read a Standard Two Level Paragraph or Solve Standard Two Level Subtraction Problems. 62 Table 3.1Sample Size 83 Table 4.1:Response Rate 95 Table 4.2:Summary of Demographic Characteristics of the Respondents 96 Table 4.3:Certification level 97 Table 4.4:Teacher Attitude 98 Table 4.5:Learning outcomes (N=240) 98 Table 4.8:Gender and Advanced Certification 111 Table 4.9:Designation and Advanced Certification112 Table 4.10:Experience and Advanced Certification 113 Table 4.11:Results of Reliability Tests of the Variable Measures 116 Table 4.12:Results for Skewness and Kurtosis Analysis 117 Table 4.13:Multicollinearity Test Statistics119 Table 4.14:Teacher’s Attitude Un-Rotated Component Score Coefficient Matrix 122 Table 4.15:Learning outcomes Un-Rotated Component Score Coefficient Matrix 124 Table 4.16:Group Statistics 125 xi Table 4.17:Independent Samples Test 126 Table 4.18:correlation analysis 128 Table 4.19:Regression Results 129 Table 4.20 Summary of the Hypotheses Tests Results 131 xii LIST OF FIGURES Figure 1.1: Conceptual Framework (Researcher’s Own Conceptualization) 18 xiii ACKNOWLEDGEMENTS First and foremost, I thank God for the good care, protection and abundant blessings in the course of this study. This study was possible because of God’s unlimited grace, mercy and favour. I also wish to express my sincere gratitude to my supervisors, Prof.