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Examining Issues Concerning Teacher Effectiveness

This chapter addresses various issues related to teacher effectiveness in Kenya. The chapter begins with a brief historical perspective of teacher education and effectiveness in Kenya. The discussion provides a theoretical framework based on social constructivism as a philosophical paradigm for teacher effectiveness. It explores models used in teacher preparation in Kenya and the various teacher competencies required for effective teaching in Kenyan schools. The prevalent characteristics of teacher effectiveness in Kenya are discussed along with the dimensions of teacher training, recruitment, induction, evaluation, and professional development. Unique aspects of teacher effectiveness emphasizing information and communication technology are highlighted. Finally, the implications of the COVID-19 pandemic on teaching are mentioned.