| dc.description.abstract | Quality education plays a major role in promoting economic growth, enhancing democracy and good governance. Though access to education has improved worldwide, an estimated 250 million learners of primary school age lacking basic reading, writing and numeracy skills whether in school or not. The Annual Learning Assessment (ALA) carried out in Kenya in February in 2012 by Uwezo revealed that majority of class 8 pupils could neither pass English nor Kiswahili reading tests set at class 2 level. The study analyzed teacher factors influencing the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The study objectives were; to establish the effect of teacher attitudes, teacher preparedness, qualifications and also teaching styles on the implementation of early literacy in lower primary public schools in Mvita Sub County. This research study was anchored on Capital Theory of School Effectiveness and Constructivists’ Theory. The study used descriptive survey research design. This design was appropriate for this study since it enabled the researcher to study the variables as they were without any manipulation. The target population was 124 lower public primary teachers in all Twenty five public primary schools in Mvita sub-county. The study used purposive sampling technique in determining the sample size. The study used both primary and secondary data. The main primary data collection method for the study was the questionnaire. The study used secondary data which was obtained from the sub-county education officer and ministry of education curriculum implementation reports. Pilot study was conducted among 12 (10% * 124) lower primary teachers from public primary schools in Kisauni Sub-county. The validity of the instrument was established by being given to experts, research assistants with experience and the Supervisors who approved the instrument for data collection. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 which processed accurate frequencies and percentages which was used to discuss the findings. The study concluded that Teacher preparedness, Teacher qualifications and teaching styles had a strong relationship (p<0.001) with implementation of Tusome program therefore influencing implementation of the same. Teachers’ attitude had the strongest relationship (p=0.045) with implementation of Tusome program compared to other teacher factors such as Teacher preparedness, Teacher qualifications and teaching styles. The study recommended that the Ministry of Education should closely monitor the implementation of Tusome Program by carrying out spontaneous checks on the teacher’s notes, preparation during the lessons, the syllabus they use, observe the teaching styles employed during teaching and learning process and receive teacher’s views on some of the things to be improved for the Tusome Program to be a success. The researcher suggests that subsequent studies should consider conducting a similar study in other counties so as to establish whether similar results will be achieved. | en_US |
