Teachers’ Perceptions of Socio‑economic Factors and their Performance of Instructional Tasks in Ganze Sub‑county, Kenya

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Low teacher pay and community poverty were perceived to impact instructional tasks negatively, highlighting the need for better support.
Teachers reported that parental disengagement was a significant barrier to lesson preparation and delivery in secondary schools.
The study utilized a mixed-methods descriptive survey design, gathering quantitative and qualitative data from 170 teachers and 21 principals.
Policy implications suggest enhancing teacher motivation through community support to improve overall instructional quality.

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Mixed-methods assessment reveals socio‑economic factors hinder instructional tasks among teachers, suggesting improvements needed.

Osoro et al. (2025) studied this question.

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