The effect of teacher competencies on the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County, Kenya

Author: Reuben Chebolei, 2 Prof: Kisilu Kitainge (PhD), Dr: Jaluo Murunga (PhD), Dr: Jaluo Murunga (PhD)

Date: 2024

Abstract: The acquisition of reading skills is fundamental to a learner's educational journey, particularly at the foundation level, where literacy forms the bedrock for future learning. However, intellectually challenged learners often face unique barriers in acquiring these skills, necessitating specialized support and teaching approaches. In this context, teacher competencies play a critical role in facilitating the learning experience and ensuring these students can attain essential reading skills. Teacher competencies, encompassing skills, knowledge, attitudes, and strategies tailored to individual learning needs, are particularly influential in shaping the educational outcomes for students with intellectual challenges. In Baringo County, Kenya, there is a growing recognition of the need for specialized support for intellectually challenged learners at the foundational stage. Nonetheless, research on how teacher competencies specifically impact the development of reading skills in this population remains limited. By examining the effect of teacher competencies on reading skills acquisition among intellectually challenged learners, this study aims to provide insights into the specific competencies that are most impactful and to guide educational policies and teacher training The purpose of this study was to investigate the effect of teacher competencies on the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County, Kenya.The study employed qualitative and quantitative approaches of data generation borrowed from descriptive survey design. Random sampling was used to select 116 teachers and purposive sampling was used to select 16 headteachers. The target population for the research involved 116 teachers and 16 headteachers in the sixteen special schools making 132 respondents. Data was collected using self-made questionnaire, interview schedule, observation chalkiest and document analysis. The Cronbach’s Alpha correlation coefficient was calculated to test the reliability of the instruments and where a coefficient Alpha of 0.70 implied that the research instruments were reliable and therefore the researcher would adopt. The data obtained was analyzed using inferential statistics whereas descriptive statistics was used to organize and summarize data. Percentages, frequencies tables and means scores of variables were calculated. The data analysis was done with the aid of a computer program of SPSS. The validity of the instruments were ensured by consulting the supervisors and discussing with other research experts in the department of curriculum and instruction in the school of education, while reliability of the tools were determined through test re-test method. The instruments were piloted in one of the special school outside the study county. The findings of this study revealed that Teacher training programme affected the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County. This was clearly shown by the response of the teachers that teachers have a chance to implement the knowledge acquired in the seminars, workshops they attended. Hence the need for them to attend the seminars and workshops for capacity-building purposes. Also believed that with adequate training of teachers can manage intellectually challenged instructions, that training of teachers in special education equips them with skills and knowledge that enables them to use effective teaching methods in intellectually challenged teaching. The findings

View Full Text