Influence of Working Environment of Mathematics Teachers on Students’ Academic Performance in Mathematics in Kenya. A Study across Public Secondary Schools in Suba South Sub-County

Abstract

Mathematics is a core subject in the primary and secondary School curriculum and is essential in the lives of people in society. Mathematics sharpens human mind, develops their logical thinking; enhances their reasoning ability and build spatial power. However, the Kenya Certificate of Secondary School Education (KCSE) examination mean score for Mathematics in Suba South Sub-County had been below average with 3.034 in 2019, 3.52 in 2020, 4.25 in 2021 and 4.258 in 2022. This necessitated the current investigation whose objective was to establish the influence of Working Environment of Mathematics Teachers on Students’ Academic Performance in Mathematics in Kenya. The study was guided by a conceptual framework that consisted of showed the influence of selected factors and learners’ performance in Mathematics and consisted of the independent variable, working environment of mathematics teachers, dependent variable, students’ academic achievement in mathematics as signified by students performance in KCSE mean score. The study was anchored on the theory of performance by Elger (2007). The findings of this study revealed that mathematics teacher working environment influenced students’ academic performance moderately as was indicated by a mean rating of 3.33. This finding concurred with qualitative findings. The study concluded that mathematics teachers’ working environment moderately influenced students’ academic achievement in mathematics. The study recommended that the school administrators should provide a conducive working environment by ensuring that teachers are housed appropriately, interpersonal relationships are promoted and appropriate community participation in learning activities encouraged besides enhancement of student entry behavior, management style of heads of departments and principals leadership styles.