Factors Impeding Teaching Performance Of Teachers With Visual Impairment In Public Primary Schools In Meru County, Kenya

ABSTRACT

The rights and responsibilities of students who have disabilities have received much attention but the staff members who have disabilities have received far less attention. In the scholarly context, there has been a steadily growing body of literature which addresses issues related to the education of young people with disabilities leaving out teachers with disabilities. This study therefore sought to determine factors that impede teaching performance of teachers with visual impairment in public primary schools in Meru County. Specific objectives of the study were to: identify the professional challenges affecting the performance of visually impaired teachers teaching in public primary schools in Meru County; determine the availability of resources needed by teachers with visual impairment; and establish the number of teachers with visual impairment teaching in public primary schools in Meru County. The study also identified strategies aimed at overcoming challenges encountered by teachers with visual impairment teaching in public primary schools. The study may be of significance to the government and relevant stakeholders as it revealed factors impeding teaching performance of teachers with visual impairment in public primary schools. The study was based on capital theory of school effectiveness by Hargreaves‟ (2001). The study employed descriptive survey research design to target 25 headteachers and 25 teachers with visual impairment in public primary schools in Meru County. Census sampling technique was used to select all the teachers who participated in this study. Questionnaire and an interview guide were used as the main tools for data collection. Data used for the study involved both qualitative and quantitative data. Qualitative data was analyzed thematically in line with the research objectives while quantitative data was analyzed using descriptive statistics such as frequency counts and percentages. Results of the analysis were presented using frequency tables, bar graphs and pie charts. The study established that the most available resources in the sampled schools were Brailled textbooks, large print books, typewriters and white canes. Raised line check books, hand-held lenses were not available. The major challenges faced by teachers with visual impairment were lack of teaching and learning materials, such as projectors, poor access to teaching and learning materials, negative attitude and discrimination among the teachers, lack of support from the school administration and unfriendly school physical structures. The study recommends that all the school administrators should ensure that teachers with visual impairment have access to and usage of computer and other accessories like computers, pen drives and projectors in schools since teachers with visual impairment considered these to be fundamental material resources required to enhance their teaching.