Teacher-Pupil Relationship And Academic Performance Of Mentally Retarded Pupils In Limuru Zone, Kiambu District, Kenya

ABSTRACT

This research was based on Teacher-pupil relationship and academic pe,formance of

students in six schools of Limuru Zone of Kiambu district of Kenya. Namely Limun,

Mission, Ngarariga, Limuru Town, Manguo and Limum model Primary schools. Its

objectives were to (i) Ident!fa practices teachers engaged in which would have positive or

negative influence 011 the learning process (ii) Ident!fa the efforts that are put in place to

enhance learner's self-worth and dignity, (iii) examine the degree of motivation among

the learners. It is firmly grounded on the Kenyan's need to provide holistic, quality

education and training that promotes the cognitive, psychomotor and effective domains of

learners.

The research employed a simple survey design and data was collected using a

simple questionnaire which was presented in paper format. Data was analyzed using

descriptive statistics. The study population was made up of teachers of Matiliku subzone.

The sample population constituted all the forty six teachers in the sub-zone,

thirteen of whom were females and thirty three were males. Their age bracket was

between 25-50 years. They are holders of either a certificate, diploma or a degree in

special needs education or none of the above.

The.findings of the study revealed that teachers embarrass their learners in front of

others; they also spend very little time socializing with pupils and compare slow

learners with others who perform better. Teachers use the terms "lazy", "slow", "poor"

and "naughty" when referring to leamers. It also revealed that not all teachers adopt

individualized teaching approach and some abandon weak leamers along the way to

catch up with the syllabus. There are inadequate visual aids and text books in the

school. The conclusion was that in the presence of all these shortfalls, academic

petformance was likely to be affected. The research recommended a seminar involving

the teachers and the school management committee to sensitize them on the possible

outcomes of the malpractices and how to improve their relationships with pupils for

the betterment of the school's [Education standards.