Factors Influencing Teachers’ Competence in Developing Resilience in Vulnerable Children in Primary Schools in Uasin Gishu County, Kenya

Abstract

The purpose of the study was to assess the effect of teacher characteristics on their competence in developing resilience in vulnerable primary school children. A descriptive survey research design was used. This study was based on resiliency theory as proposed by Krovetz (1998). Simple random sampling was used to select a sample size of 108 teachers. Data was collected using questionnaire and interview schedule. Data was also analyzed using descriptive and inferential statistical techniques that include frequency count, mean, standard deviation, Pearson correlation and multiple regression models. Data analysis was aided by use of statistical package for social scientist version 20.0 (SPSS) and Ms-Excel 2007. Data analyzed was presented in frequency tables and pie charts. The study found that experience and gender had an influence on teachers’ competence when developing resilience in vulnerable children. Based on the findings, it’s recommended that schools dealing with vulnerable children should use female teachers, trained and experience more when developing resilience in vulnerable children. Finally the findings may act as a basis for further studies by other scholars doing research in the same field of study.

Keywords: Resilience, Vulnerable, Gender, Marital Status, Experience