INFLUENCE OF TEACHERS’ PREPAREDNESS AND INSTRUCTIONAL RESOURCES ON TRANSITION OF LEARNERS WITH VISUAL IMPAIRMENT FROM INTEGRATED PRE-PRIMARY TO PRIMARY SCHOOLS IN NAROK COUNTY, KENYA
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Date
2022Author
Shinali, Maryconsolata
Koech, Peter Kibet
Kimani, Cecilia
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Transition of pre-primary learners with visual impairment from integrated pre-primary
to primary schools in Narok County has been low. Thus, the study assessed school
dynamics influencing transition of learners with visual impairment from integrated preprimary to primary schools in Narok County, Kenya. The study objectives were; to
establish the influence of teachers’ preparedness and instructional resources on transition
of learners from integrated pre-primary to primary schools in Narok County. The study
was based on the Ecological Systems Theory and Transition Theory. The study employed
mixed methods approach and in turn used concurrent triangulation research design. The
target population consisted of 16 headteachers, 3 Educational Assessment and Resource
Centre officers and 208 teachers and 160 learners with visual impairment all totalling to
387. The study adopted the Krejcie and Morgan (1970) sample size determination formula
where a sample size of 266 respondents was sampled. The study used purposive and
stratified sampling method to select the sample. 15 headteachers and three EARC Officers
were sampled using purposive sampling. Stratified random sampling method was used
to select 135 teachers while 113 learners were selected using simple random sampling.
Questionnaires were used to collect data from teachers, interview guides were used to collect data from headteachers and EARC Officers while an observation checklist was
used to collect data from the learners. Pilot testing of the instrument was done on 2
headteachers, one EARC officer, 12 teachers and 5 learners with visual impairment from
the neighbouring Bomet County. Validity was established through expert judgement.
Reliability was established using test re-test technique and reliability index, r = 0.867 was
determined using Cronbach Alpha Method. Qualitative data were analysed thematically
along the objectives and presented in narrative forms. Quantitative data were analysed
using descriptive statistics and inferentially using Pearson’s Product Moment Correlation
Analysis with the help of Statistical Packages for Social Sciences (SPSS Version 23) and
presented using tables. The study established that teachers’ preparedness and
instructional resources influence transition of learners with visual impairment from
integrated pre-primary to primary schools. The study recommends that Ministry of
Education should redesign the teacher training curriculum to encompass components of
special needs education to equip them with skills to handle and teach learners in
integrated school microsystems. Ministry of Education should also allocate more funds
to schools to enable the school management to provide adequate, but suitable
instructional resources for learners with visual impairment.
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- School of Education [203]