INFLUENCE OF TEACHER ATTITUDE AND LEARNERS’ PERFORMANCE IN KISWAHILI: IMPLICATIONS FOR INCLUSIVE AND TRANSFORMATIVE EDUCATION

Duncan Onunda Othoo; Evernate Adhiambo Oronge

Authors

Duncan Onunda Othoo Rongo University https://orcid.org/0009-0000-6363-5466
Evernate Adhiambo Oronge Rongo University https://orcid.org/0000-0001-9509-3198

Keywords:

Teacher attitude, learner performance, Kiswahili, teacher–learner relationships, inclusive education

Abstract

Teachers’ attitudes can shape how learners experience the classroom, influencing their participation and academic performance. This study examined the influence of teacher attitude on learners’ performance in Kiswahili in public day secondary schools in Suba South Sub-County, Homa Bay County, Kenya. The study was guided by McCrae and Costa’s Five-Factor Theory of Personality and used a mixed-methods descriptive survey design. A census approach was used to involve 103 respondents comprising 28 principals, 28 deputy principals and 47 Kiswahili teachers from 28 public day secondary schools. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Pearson Product-Moment Correlation, while qualitative data were analyzed thematically. The findings showed that respondents generally viewed teacher attitude as an important factor in learners’ performance in Kiswahili. Pearson correlation revealed a strong positive and statistically significant relationship between teacher attitude and learners’ performance (r = .768, p < .001). The study concludes that positive teacher attitude is an important factor associated with learners’ performance in Kiswahili. It recommends strengthening teacher professional development programs that promote positive attitudes, supportive teacher–learner relationships and learner-centred teaching practices. Such efforts may contribute to more engaging, inclusive and effective Kiswahili learning.

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INFLUENCE OF TEACHER ATTITUDE AND LEARNERS’ PERFORMANCE IN KISWAHILI

IMPLICATIONS FOR INCLUSIVE AND TRANSFORMATIVE EDUCATION

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