The success of schools and learning results have historically been determined by a small number of elements, which in all educational systems include instructors' performance. The heart of any educational system is its teachers. The purpose of this thesis was to investigate influence of teachers experience on pupils’ academic performance in Kenya certificate of primary education. The structural functionalism theory served as the study's direction. Descriptive research design was employed. The population of the study comprised of 35 primary schools, 35 head teachers, 779 applicants, 235 educators, two quality assurance and standards officials, and two curriculum support officers from the Turk well and Lorugum zones in the Loima Sub-County were the study's target population. A census was utilized to choose the two-quality assurance and standards officers, while a purposeful sample method was employed to choose the 11 head teachers, 71 instructors, and 234 students who together made up the 30% target population. Questionnaires and schedules for interviews were the instruments utilized in the study to collect data. Two schools that weren't involved in the study had a pilot study run in them. The reliability of the research instruments was evaluated using the test and retest approach. Both quantitative and qualitative data were produced by the study. Pie charts and frequency tables were used to illustrate and analyze quantitative data that had been broken down into frequencies and percentages. Thematic analysis and prose discussion were used to discuss qualitative data. The study concluded that teachers’ experience influences pupil’s academic performance in Kenya Certificate of Primary Education to a moderate and great extent.
Academic Performance, Primary Schools, Pupils, Teacher Experience
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