Kenyan Self-perceived Teacher Competence

Abstract

This research aimed to produce a cross-culturally adapted instrument to measure self-perceived competence of 32 teachers from Kajiado County, Kenya using a pre-posttest design. In in-depth interviews and focus group discussions quality education and the role of teachers were discussed. Participants were teachers and head teachers whose schools had joined the World Teacher Programme, which aims to encourage child-centred teaching. Participants showed significant negative change on ‘professionalism’ and significant growth on ‘ability to learn and self-reflection’. Head teachers stated teaching has become more child-centred since WTP with an observable increase in team work. Interviewee’ descriptions of competencies did not match questionnaire descriptions. A questionnaire revision is advised, with inclusion of culture specific competencies.’ Kenyan educationalists stated ‘empathy’, ‘role model’, and ‘loyalty’ are key in quality teachers. Quality education can be achieved through team work by professionals.