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This study investigated the influence of non-subject specialist teachers in the classroom teaching and learning processes on students‟ performance in Chake Chake secondary schools. The study employed case study design and data were collected through interview, documentary review, questionnaires and observation.
Respondents were selected through purposive and simple random sampling and made a total number of 53. The sample composition included 47 teachers, 5 heads of secondary schools and 1 Disrtict Education Officer. Qualitative data were subjected through content analysis while quantitative data were analysed statistically with the help of SPSS version 20.
Findings of this study revealed that, there are many driving forces that contribute to the existence of non-subject specialist teachers such as personal interest, lack of experts and having training in the specific subject. These teachers affect students’ performance whereby students lack deep understanding of the subject which contribute to poor performance in their national examinations.
Furthermore, this study found out that, non-subject specialist teachers face several challenges like the use of extra time, unfinished syllabi, failure of the teacher to answer questions asked by the students.
Based on the findings, it is concluded that teaching against teachers’ specialisation contributes to poor performance to both teachers as well as students which affect quality education. Therefore, it is recommended that, teachers needed to have both content knowledge as well as pedagogical knowledge for proper teaching and learning which can help to raise quality education. |
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