Influence of Teachers’ Ability on Gifted and Talented Learners’ Performance in Primary Schools in Kimilili Sub-County, Kenya
Abstract
The objective of the study was to establish the influence of teachers’ ability on gifted and talented learners’ performance in primary schools in Kimilili Sub-County, Kenya. The research was anchored on Dabrowski’s Theory of Positive Disintegration. The study employed a descriptive survey design methodology. The Yamane formula was utilized to determine a sample size of 270 respondents from a total population of 1090 employees. The population consisted of at least four curriculum support officers, 30 head teachers, and 240 teachers who were employed by the Teachers Service Commission. The study utilized a combination of stratified sampling and basic random sampling techniques. The collection of primary data was facilitated through the utilization of questionnaires and interview schedules. The qualitative data underwent analysis using descriptive and inferential statistics, and the findings were afterwards presented through visual aids such as charts, tables, and graphs. On the other hand, the quantitative data was summarized and conveyed through a narrative format. The paper provides valuable insights for policy makers in the field of education, particularly in terms of accountability and academic achievement. Additionally, scholars may find the study to be a valuable resource for referencing in their academic endeavors. The study determined that several elements pertaining to teaching strategies had a favourable and significant effect on gifted and talented learners’ performance. The study suggests that the sub-county should consider incorporating teaching strategies abilities, such as age, gender, health, and qualifications, as these factors have been found to positively impact gifted and talented learners’ performance. The sub-county ought to adopt teaching abilities, such as class performance, academic achievement, teaching skills and teamwork school factors since they have been shown to enhance the gifted and talented learners’ performance.
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