Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com UGC Approved Sr. No.49366, NOV-DEC 2017, VOL- 4/37
A CRITICAL REVIEW OF THE EFFECT OF TEACHER PREPAREDNESS ON STUDENTS’ ACADEMIC ACHIEVEMENT: A RESEARCH AGENDA Elizabeth Welu Kiamba1 & Francis Mutua2 1
Graduate student., School of Education, Department of Educational Communication
Technology, Machakos University in Kenya. Email: kiambaelizabeth@yahoo.com 2
PHD, Senior Lecturer, School of Education, Department of Educational Communication
Technology, Machakos University in Kenya. Email:bfmutua50@yahoo.com
This is a critical review of teacher preparedness investigating the origin of teacher preparedness, the concept of teacher preparedness, academic achievement, and its effect on students’ academic achievement, the theoretical framework and any gaps through desk research. In most of the studies examined for the purpose of this paper, teacher preparedness was used as an independent variable and academic achievement as dependent variable. It was identified that though studies have been done on effect of teacher preparedness on students’ academic achievement on different subjects none has been done on Kiswahili subject. Therefore the researchers will intend to study the effect of teacher preparedness on students’ academic achievement in Kiswahili language and find out if the findings on the other subjects in Kiswahili language. The theories which will be used to back the research include Teacher Efficacy and Walberg theories. Keyword: Teacher preparedness, Academic achievement, teaching and learning process Scholarly Research Journal's is licensed Based on a work at www.srjis.com
1.0 Introduction 1.0.1 Origin of Teacher preparedness Hagger and McIntyre (2000) explain that teacher preparedness originates from teacher education which refers basically to the specific program which helps the teacher in developing quality and effective strategies in teaching and learning process. Teacher education is believed to have been an idea of Benjamin Franklin as early as 18 th Century. Franklin was concerned and saw a dire need of having teachers who were highly qualified, of good quality and capable for training others on how to teach. These programs finally bore fruits as teachers were finally provided with different methods of teaching and other instructional skills. Ornstein and Levine (2006) posit that as long as one could read, write and speak was considered to have a positive moral character and therefore he or she was deemed to be a good and reliable teacher. Franklin believed that the future teachers could be trained on the Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies