Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya

Duke D Obonyo1, Prof Chen Bin1, Gichuru F Maina2

1Huanzhong Normal University
2Tianjin Normal University

American journal of educational research and reviewsThis study established whether advanced degrees and years of teaching experience are associated with student science achievement gains in Public Secondary schools in Kenya. In particular, the study differentiated education level into advanced degrees in Science and advanced degrees in any major, and experience into general years of teaching experience and years teaching Science in general and at grade 12. Teaching quality factors drawn from dynamic model of teacher effectiveness were utilized in the model to establish if they mediated the effect of teacher’s education level and experience on student achievement. A sample of 610 respondents was sampled consisting of 570 respondents consisting of 450 students and 120 grade 12 Science teachers was selected from 40 public secondary schools in the county.2-Level Hierarchical linear modelling was used to disentangle variance associated with students nested within classes and teachers nested within four categories of high rank and low rank schools in the County. The study found no variation in teacher qualification ,between high and low ranking secondary schools with respect to education level(X2=0.324; df =2, P=0.065, and experience (X2=0.824, df=3, P=0.066), but only with a small difference in grade 12 experience between low ranked and high ranked schools(X2=0.824, df=3, P=0.046). With regards to proportion of variance due to nested data, 20.8% of variance in student achievement was amongst student while the rest was within classrooms (teachers). With regards to teacher experience, teachers with more than two years of grade 12 experience will improve student scores by 1.15 units while those teachers without such experience will improve scores by 0.83. With regards to education level, a teacher with advanced degree chemistry or education will improve student achievement gains by 0.085 units, while that with no advanced degree in any major will result to only 0.067 unit increase in student chemistry achievement. The study, recommends that the teacher service commission of Kenya acknowledges that advanced degrees currently acquired by teachers have significant effect to student and as such, teachers with such degrees and experience should adequately be remunerated.

Keywords: Teacher qualifications, Hierarchical linear Modelling, Grade 12, Student achievement, Low and high performing schools

Free Full-text PDF

How to cite this article:
Duke D Obonyo, Prof Chen Bin, Gichuru F Maina. Is Teacher Education level and Experience impetus for student achievement? Evidence from public secondary schools in Kenya.American Journal of Educational Research and Reviews, 2018,3:21. DOI: 10.28933/ajerr-2018-04-0101


1. Blazar, D. (2016). Teacher and Teaching Effects on Students’ Academic Performance, Attitudes, and Behaviors.
2. Coleman, J. S. (1966). Equality of educational opportunity.
3. Coleman, J. S., & USA, D. o. H. (1966). Equality of educational opportunity (Vol. 2): JSTOR.
4. Danielson, C. (2012). Observing classroom practice. Educational Leadership, 70(3), 32-37.
5. Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
6. Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111-132.
7. Goldhaber, D., & Anthony, E. (2004). Indicators of teacher quality. ERIC Clearinghouse on Urban Education.
8. Hanushek, E. A. (2016). What matters for student achievement. Education Next, 16(2).
9. Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2014). The value of smarter teachers: International evidence on teacher cognitive skills and student performance: National Bureau of Economic Research.
10. Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. The American Economic Review, 100(2), 267-271.
11. Hanushek, E. A., & Woessmann, L. (2010). The economics of international differences in educational achievement: National Bureau of Economic Research.
12. Holden, E., Linnerud, K., & Banister, D. (2017). The imperatives of sustainable development. Sustainable Development, 25(3), 213-226.
13. Huang, F. L., & Moon, T. R. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation and Accountability, 21(3), 209-234.
14. Johnson, A. (2017). The Relationship Between Teacher Practice and Student Performance.
15. Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational researcher, 46(5), 234-249.
16. Krishnan, J. (2005). Audit committee quality and internal control: An empirical analysis. The accounting review, 80(2), 649-675.
17. Kyriakides, L., Creemers, B. P., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and teacher education, 25(1), 12-23.
18. Luke, D. A. (2004). Multilevel modeling (Vol. 143): Sage.
19. Odhiambo, G. O. (2005). Teacher appraisal: the experiences of Kenyan secondary school teachers. Journal of Educational Administration, 43(4), 402-416.
20. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1): Sage.
21. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
22. Taylor, E. S., & Tyler, J. H. (2012). Can teacher evaluation improve teaching? Education Next, 12(4).
23. Wenglinsky, H. (2001). Teacher classroom practices and student performance: How schools can make a difference. ETS Research Report Series, 2001(2).
24. Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education policy analysis archives, 10, 12.
25. Zhang, D. (2008). The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement: Utah State University.

Terms of Use/Privacy Policy/ Disclaimer/ Other Policies:
You agree that by using our site, you have read, understood, and agreed to be bound by all of our terms of use/privacy policy/ disclaimer/ other policies (click here for details).

This work and its PDF file(s) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.