Abstract:
Functional writing skills are important for effective communication. However, the
development of functional writing skills among learners depends on the teacher factors
(teachers’ performance, experience and qualification). Current survey of functional writing
competence among students’ shows that majority of them cannot write competently. This has
raised concern regarding teacher factors in teaching and learning of the functional writing.
Low levels of achievement in functional writing skills in West Pokot have greatly affected
overall mean score in the Kenya Certificate of Secondary Education Examination (KCSE),
with average mean score being 6.37 which is below the average mark of 7.00 required by the
Universities for minimum entry point to qualify for competitive courses. The purpose of the
study was to establish the relationship between teacher factors and students achievement in
English functional writing skills in secondary schools in west Pokot county of Kenya. The
objectives of the study were to establish relationship between teachers experience and
students’ achievement in functional writing skills, to establish teachers’ qualification and
students’ achievement in functional writing skills and to establish teachers’ classroom
performance and student achievement in functional writing skills. The study employed
descriptive survey and correlation designs. Study population included 93 teachers of English
and 2580 form four students. The sample size included 31 teachers and 334 students selected
through simple random sampling. Data was collected through questionnaires and a test.
Data was analysed by use of frequencies, percentages and mean. Regression model was used
to correlate teachers’ factor and students’ achievement. The study revealed that teacher
performance was significant in determining students’ achievement in functional writing
skills. It is recommended that teachers should be promoted basing on their performance
rather than the number of years they have taught.
