Influence of Selected Teacher Factors on Pupils’ Academic Performance in public Primary Schools in Keiyo South Sub-County, Kenya

Teachers are central to pupils‟ success in primary schools and teacher quality forms a significant factor in predicting learning in schools. Over the past seven years (2008-2014), pupils‟ performance in the Kenya Certificate of Primary Education (KCPE) has been average and inconsistent. The study utilised descriptive survey research design. The target population for the study comprised of 114 Head teachers and 1046 teachers. A total of 86 head teachers and 278 teachers participated in the study forming a sample size of 364 respondents. Data collected was analysed using quantitative and qualitative approaches. Quantitative data was analysed using descriptive statistics; frequencies, percentages, means and standard deviation with the aid of Statistical Package for Social Sciences (SPSS). In qualitative analysis, responses from interviews were discussed in themes that related to the objectives of the study. The study results showed that teachers perceived that the level of commitment (88.4%) and experience (85.0%) influenced pupils‟ academic performance in public primary schools in Keiyo South Sub-County. The findings of this study will inform the ministry of education, teachers‟ service commission and school administrators on the importance of the selected factors on pupils academic performance..