Teaching Experience in Primary Schools in Kenya from 2010 to 2020: An Analytical Study of Difficulties and Overtaking Factors

Abstract

The teaching experience in primary schools forms a crucial component of educational development and the achievement of national goals. This research aimed to explore teachers' experience in Kenyan primary school classrooms from 2010 to 2020 by analyzing the obstacles faced in the classroom and how these were addressed. In the decade of reform, Kenyan primary education experienced numerous policy changes, such as the FPE Program and the integration of the CBC system. However, teachers continued to experience challenges, including overcrowded classes, lack of teaching resources, poor infrastructure, and system failures. Therefore, this qualitative study will establish these challenges and assess the countermeasures teachers have taken and the effectiveness of such measures towards teaching and learning. Henceforth, the research aimed to offer policy implications to assist policymakers, educators, and other stakeholders in addressing the nature and intensity of support systems by enhancing the quality of primary teachers. It helps to fill a gap in understanding the teacher's resilience and ability to adapt to conditions of scarcity of resources, thus providing insights for long-term educational reform in Kenya and other comparable countries.