Teachers’ Perceptions of Socio‑economic Factors and their Performance of Instructional Tasks in Ganze Sub‑County, Kenya

Abstract

This study sought to assess teachers’ perception on the relationship between socio economic factors and their performance of instructional tasks in secondary schools in Ganze Sub-county, Kenya. Teacher effectiveness is central to the quality of secondary education, yet many Kenyan schools continue to post unsatisfactory learning outcomes. Socio‑economic circumstances such as teacher pay, parental engagement and community poverty may influence teachers’ motivation and the time they devote to planning and delivering lessons. This study used a mixed‑methods descriptive survey design to assess teachers’ perceptions of the relationship between socio‑economic factors and their performance of instructional tasks in public secondary schools in Ganze Sub‑county, Kenya. A stratified sample of 170 teachers and all 21 principals from the 21 public secondary schools in the sub‑county completed closed‑ended questionnaires and semi‑structured interviews. Quantitative data were summarised with frequencies and percentages, while qualitative data were analysed thematically. The findings show that low pay, community insecurity, poverty in students’ families and parental disengagement were perceived as major impediments to effective lesson preparation and delivery. Conversely, chores at home and participation in church activities were perceived to have a limited effect. The results have policy implications for improving teacher motivation and community support to enhance instructional delivery.