The impact of free primary education on performance of teaching stakeholders in public schools in Kenya: A case of public primary schools in Bungoma East District
The policy of Free Primary Education (FPE) has seen a tremendous increase in enrolment of school-going children from 5 million in January 2003 to 7.2 million in May 2003 and to 8 million by May 2009 (World Bank Report, 2009). This rapid increase in numbers of pupils has created constraints and challenges to successful implementation of FPE in Kenya thereby compromising the quality of education. The purpose of this study was to determine the impact of Free Primary Education on performance of teaching stakeholders in public schools in Kenya. The study was conducted between April 2009 and November 2009 in Kenya in Bungoma District. A descriptive research design was used adopted in this study. The main sampling techniques adopted in this study were: stratified, proportionate and systematic random sampling techniques were used to determine the sample size which comprised teachers, head teachers, quality assurance officers and tutors from the Teachers Advisory Centre. The sample size for the study was 406. The questionnaire method was used for data collection. Data collected was analyzed using descriptive statistics. The findings of the study indicate that there is shortage of teachers, teachers are unable to mark pupils’ assignment in time, there is improper management of school finances by head teachers, head teachers are not able to make decisions in time and education officers are not able to inspect schools regularly. The study recommended that there is need for the government to employ more primary teachers and all heads of school should be given education and training on how to properly manage school activities.