The comparative Teacher Education and Development Study: Learning to Teach academics (Teacher Education Empowerment)”, supervised at the global alliance for the establishment of educational attainment, gave a basis for teacher education outcomes pertaining to beliefs and knowledge of teachers in mathematics across various countries. The first crucial training establishment that involved undeviating results was the empowerment of education whereby sixteen national diplomats were investigated. With this ambitious design, the empowerment of teachers will enhance existing research in many ways, which is discussed in this chapter. Teacher education is widely regarded as the most powerful educational influence in the performance of academics by states, leaders and researchers alike.

International comparisons also offer national teacher education systems with benchmarks. Nations that do better in the education of teachers might have more efficient teacher education programs at the bottom of this list than countries. International teacher education is a challenge, even if differences in the organization and content of teaching involve the danger of not being comparable to the data collected in other nations. Such distinctions are, at the same time, precisely what makes comparative study so important. The range of applications shows occasional national preconceptions. 

The role and operation of schools change in various nations and so are the instructors' expectations. Teachers are invited to teach in ever-greater multicultural based classrooms; to place increased emphasis on integration in their classrooms for academics with particular learning needs; to use digital literacy for efficient instruction; to involve more organization in the framework of evaluation and accountability; and to engage parents in schools more closely.

Institutions for teacher education organize their delivery of learning opportunities in a way congruent with their unique ideology of what teachers need to know and practice. One of the predominant themes behind reform initiatives in many nations throughout the past 20 years is the need to enhance teacher content. Establishing the performance of such changes is a crucial step to ensure the quality of the profession of teachers.

Nevertheless, because of its computer inadequacy, a great number of instructors in the Saharan can primarily use Laura A. Schindler's style of teaching in the teaching of current information techniques (2017). Failure to disclose learners in the fields of sciences led to poor results.

A Nigerian research study concluded that educational standards are dependent on quality of teaching. The research evaluation reveals that a well-educated trainer is the paramount school-based determinant of academic achievement.

Other scholars' studies have indicated that education and teaching experiences of teachers are not closely linked with academic achievement of academics. In addition, Harris and Sass [1] in their inquiry indicated that the education of teachers in service has minimal influence on their ability to boost learners' achievements. Chicago Public School teachers with varied college undergraduates have discovered little or no variation in their efficiency.

Teachers are the main resource to obtain more and better achievements for a school. The most important contributor to academic performance in reading and education is the training and certification of teachers. Kilaha and Wanyonyi [2] observed that the existence of instructors’ credentials in eastern Uganda has a strong connection to scholastic production.

A qualified teacher improves academics’ performance in learning in their career development of life. This statement was supported by different scholars. Nonetheless it was not clear which exact qualification levels impress tutees acquirement. Some examinations accomplished provide great along with insightful contemplation on the topic. Shabana [3] spotted transmission, genuine advice plus schooling facilities as elements promoting quality results in academia. 

Moreover, a qualified instructor increases academic performance in the progressive growth of life education, according to Fenster. School is the place to obtain understanding, expertise and develop ethics that will build individuals' productiveness assisting them evolve to their maximum human prospects.

In Kenya, the issue of ingress to quality education was highlighted in the 2005 Session Paper No. 1. It emphasizes the intention of the government in achieving the 'Education for All' targets by 2015 and the millennium development goals by 2020 [4]. While the republic of Kenya adopted actions to fulfill the objectives of the Ministry of Education and MDGs between 2003 and 2008, like having free basic and high school education, current research reveals that many emergent nations are a long way from fulfilling the objectives Anderson et al. [5].

The improvement of schoolteachers’ career within any educational environment is considered to be the most crucial element in enhancing the performance of academics and closing gaps in results. Gershenson argues that teachers' knowledge and skills are the key aspects that affect learning for pupils. Consequently, the development of teacher education is seen as a tool for this. Omo [6] noted that professors have mostly accepted severe repercussions on academic work. Pianta and Jamil claim that the improvement of teacher education influences academics' performance and emphasizes academic qualifications and teaching experience.

Regardless of the quality of school centered education, instructors may not anticipate producing solutions for every challenge confronted in employment. Education systems thus aim to offer instructors chances for the furtherance of teaching in service to sustain superb scores and advanced standards of institutional staff. 

Influential teachers’ career development under way incorporates training, operation and report. This gives enough schedules for re-examination. Influential organizations involve teachers in learning activities alike those they utilize with academicians to empower their growth. There is increasing attraction in progressing schools as learning operation is done in a way that teachers share their skills and encounters in a structured manner.

Kenya's education system is exam-based since every achievement in a single institution is measured by the quality of the results. Atieno et al. noted that continuing focus on excellent education in both Kenya and other developed countries remains a major concern for both customers and service providers. The quality of the outcomes of an examination is tied to the academic performance of the academics and the competitiveness between Kenyan schools is considerable and every year good results are achieved. The emphasis is placed on strong academic achievement in examinations and good academic certifications, which would help school graduates to advance or acquire a job. The need for school performance and national examinations by parents and stakeholders has also increased as schools’ performance evaluations in national exams. Consequently, demand for good education is essential in Kenya, leading to tough competition between public and private schools. Poor academic performance in the national examinations undermines pupils’ chances of joining secondary schools for higher learning and minimizing opportunities for job placements, consequently limiting their participation in national development. In brief therefore, academic performance is crucial for every consumer in Kenya that requires an in-depth study when it seems unproductive in relation to quality grades. According to Gakuru, academic performance is a crucial issue for stakeholders in education, since failing to conduct national establishment damages learners whose lives become unsure and desperate. Academic performance plays a pivotal role in determining whether a learner will progress to the next level of education or not and therefore a learner’s life is more or less  determined  by  educational  achievement  in the national exams. This is why teachers in Kenya are coerced to better scores achieved by pupils in Kenya Certificate of Primary Education (KCPE); hence the research seeks to find out how teacher career development links with academic performance in Bungoma West sub-county.

Statement of the Problem 

Teachers are the Head teachers' resource to obtain more and better achievements for a school. Anderson et al. [5] supports the idea that the progress of an educator and acquisition of a certificate are the significant aspects leading to academics' achievements in primary education. Kilaha and Wanyonyi [2] observed that there is a powerful relationship between instructors’ qualifications and university kids’ performance in Bungoma County public primary schools. They suggested that experienced teachers with certifications should be teaching social studies based on their findings. An academic association between the quality of teachers and learners' performance has been established in Kiminini, Kenya [7]. They found that the experience of teachers had a considerable influence on academic achievement but also underlined that the progression of teacher education has a more academic relationship to teacher performance.

However, head teachers and teachers from Bungoma West Sub-County had a lot to do. The schools from those regions were some of the lowest performing schools in Kenya. Substantial advances are evident in all but one of the primary schools, as the percentage of academics on the country test drops by 28-22%, compared to the performance level of the school. And schools are becoming worse: Four years were needed in the first primary school to half the difference and two were the newest batch, all with a unionized public school teacher staff.

Nevertheless, academics have continuously discovered that teacher education is the key to boosting learner performance but the question has always been, "What is the efficiency?" Teachers Academic Advancement is a great believer in focused career development that enhances the efficacy of teachers and we are not the only ones. Bungoma sub-county has a number of public and private primary schools that produce varied academic performances. In Bungoma County, there are schools that consistently perform well in KCPE while some persistently perform poorly. Such include schools in Bungoma West sub-county of which most have been scoring mean scores below 250 in KCPE. Basically, there is need for further inquiries on whence teacher learning development determines pupils’ success in literacy.

Literature Review

Several studies compared the education of teachers with the academic achievement of the academics. Other parameters that were constant, Lai et al. said that there was a favorable link between the training of a teacher with the academic accomplishment of academics in their final exams. In a separate study of staff development programs related to teacher effectiveness conducted by Galas in Nyanza provinces, teachers in high performance schools were found to involve more in internal school up skill workshops in relation to co-workers in moderate or non-performance institutes. Additional English research showed that effective techniques of instruction have a significant influence on learning. The teacher training programs that improve knowledge on the choices of and the application of influence teaching approaches therefore influence the efficacy of instructors. Morgan has shown that training provides skills and expertise in order to improve performance and enhance quality.

The study conducted in the United States by Blazar and Cavilla both found a visible influence towards tutelage. Maguswi [8] found that the training influences the responsiveness and results of academics positively. Ngala et al. [9] agreed that the training of teachers is a crucial determinant in school performance. Furthermore, Barrett worked with particular academic groups and found a positive association between academics who tested in mathematics and science and who taught. Li and Oliveira agreed with the content area mastery that enabled efficient education and hence promoted the pedagogies. Diversely another examination correlating qualified teachers with future schooling achievement conducted by Creswell [10] found that a qualified teacher who has received academics from non-experienced teachers could make excellent academic progress for its academics during the school year.

Harris and Sass [1] proposed that education of teachers should be a key factor determining academic achievements. In the USA, the role of teacher learning in academic achievement was more attractive (National Commission of Teaching and the Future of America, 1996; National Goals Panel for Education, 1998). More than 25 states have adopted legislation to improve the development of teachers in order to improve their performance [11]. Berry noted that the effectiveness of teacher training is heavily influenced. By examining this, the investigation established the same reality in the sub-county of Gem in Nyanza, Kenya.

Teachers participate in training to test new ways and receive fast feedback. Five working twenty four- hours of school in August yearly are given to teachers in the Columbia Sub-county. Evidently, it is likely to increase teacher standards when instructors participate in training.

The same results were obtained in a national research conducted by over 1,000 science and math teachers. Consequently, continuous, intensive training will have a higher chance than brief training activities of improved instructor knowledge and competences and therefore academic success. The ultimate purpose of teacher education is to improve academic outcomes, according to Barnett Berry. Additionally, well-trained educators are better teachers in the classroom and thus influence the performance of the academic most strongly.

The study adopted descriptive survey research design in identifying the sample size of 274 participants. This method was chosen because the researcher, without modifying any variable, could gather and analyze data as it was found out in the field. The researcher can also collect data to answer questions on the current situation of the study subject and evaluate attitudes and opinions on events, individuals and procedures. Questionnaire and interview schedules were employed in data collection. Both descriptive and inferential statistics were used to analyze data and presented in form of frequency distribution tables. The results of the study are useful in identifying areas with knowledge and abilities for stakeholders within the ministry of education. This information is helpful in developing policies and improving the existing educational policies for improving the Kenyan education system as a whole.

Regression coefficient analysis was the preferred statistic for analysis of objective four. This is because the items used to measure the dependent variable were in an interval scale. This statistical technique helped to determine the influence of teachers’ training on academic performance in public primary schools in Bungoma West Sub-County, Kenya. The analysis in objective four therefore opens with the descriptive statistics (frequency and percentage) for the level of agreement on a five point Likert scale of the variable teacher training. Where; 1: Never, 2: Rarely, 3: Occasionally, 4: Often and 5: Always.

Descriptive Statistics

The results shows that 77(29.8%) respondents indicated are often teacher efficacy. Besides, 68(26.4%), 54(20.9%), 31 (12.0%) and 28(10.9%) showed that they are always, rarely, never and occasionally teacher effective respectively. The study findings suggested that a majority 145(56.2%) of the respondents believed that they are not teacher efficacy (Table 1).

In addition, 81(31.4%) respondents indicated that they always had improved instructor knowledge. Moreover, 66(25.6%), 47(18.2%), 37(14.3%) and 27(10.5%) revealed that head teachers often, rarely, never and occasionally were less concerned with improved instructor knowledge. It emerged from the study that majority 147(57.0%) of the respondents reported that they were less concerned with improved instructor knowledge. Similarly, 72(27.9%) respondents indicated that they are often fast feedback. Besides, 65(25.2%), 56(21.7%), 39(15.1%) and 26(10.1%) showed that respondents always, rarely, occasionally and never give feedback. The study findings suggested that a majority 137(53.1%) of the respondents believed in fast feedback. An interviewee who had the following to say supported this finding:

• “…If head teachers or teachers are trained well, then they will possess professional teacher training such as skills, experience or knowledge in some areas, hence improved academic performance……”

Lastly, 71(27.5%) respondents showed that they always have professional teacher training. Besides, 60(23.3%), 58(22.5%), 40 (15.5%) and 29(11.2%) showed that respondents often, occasionally, rarely and never have professional teacher training respectively. The study findings suggested that a majority 131(50.8%) of the respondents believed that they have professional teacher training. These descriptive statistics of objective four were followed by a linear regression determining  the
influence of teacher training on academic performance in public primary schools in Bungoma West Sub-County, Kenya. This was analyzed under the following sub-section.

The linear regression coefficient test at p≤0.05 significance level illustrating statistically significant influence of teacher training on academic performance in public primary schools in Bungoma West Sub-County, Kenya is as summarized in Table 21. Therefore, the linear regression coefficient test was conducted to establish whether teacher training influences academic performance in public primary schools in Bungoma West Sub-County, Kenya. Therefore, the analysis starts with Pearson correlation analysis to test for assumption of linearity, Summary model and ANOVA to test whether the regression model y = $₄X₄+∞ was viable.

Pearson Correlation Coefficient Analysis

From the results, Pearson correlation coefficient (r = 0.72) between teacher training and academic performance was positive and above 0.5. Therefore, teacher training has a strong positive relationship (r = 0.724) with academic performance. This implies that the linearity assumption was achieved. This was followed by a Model summary to show the explained variation (Table 2).

Model Summary

From the results, the simple correlation (R) is .724, which means that there is a perfect correlation between the variables. The coefficient of determination (R Squared) is 52.4%; it explains the variability in the dependent variable (academic performance) that is explained by the independent variables (teacher training). Besides, regression model results can be said to be fit if empirical data, where only fit models that can explain results support them (Table 3). To determine whether a model was fit or not required, ANOVA was used. The model; y = $₄X₄+∞ was tested whether fit:

Where:

Y    =    The academic performance

X₄  =    The Teacher trainings and β₄ is the variables coefficients

ANOVA

The ANOVA output was examined to check whether the proposed models were viable. Results shown in Table 23 reveal that the F-statistic and p value for the “y = $₄X₄+∞” is 285.890 and 0.000^b, respectively. Since the p-value (0.000^b) was less than 0.05, it means that the model was valid (Table 4). 

Variable Coefficient

The study revealed standardized regression coefficients for teacher training ($ = -0.722) and a p-value (p = 0.000). This means  that  an  increase  of  1  standard  deviation  in teacher training is likely to result in a 0.722 standard deviations increase in academic performance. In addition, the p-value (p = 0.000) for teacher training was less than 0.05. This implies that there is statistically significant influence of teacher training on academic performance in public primary schools in Bungoma West Sub-County, Kenya (Table 5).

Table 1: Descriptive Statistics

Table 2: Pearson Correlation Coefficient Analysis

**Correlation is significant at the 0.05 level (2-tailed)

Table 3: Model Summary

^aPredictors: (Constant), Teacher Trainings

Table 4: ANOVA

^aDependent Variable: Academic Performance, ^bPredictors: (Constant), Teacher Trainings

Table 5: Variable Coefficient

a. Dependent Variable: Teacher Trainings

From the findings, the study concludes that; teacher training predicts academic performance. In conclusion, results of the study showed that teacher training had a positive influence on academic performance in public primary schools. Therefore, the head teachers and teachers have the required work experience and training; they become efficient, teacher efficacy, knowledge/skills expertise and even improved feedback. All these indicators point at the academic performance.

Recommendations

In reference to the findings, conclusions and the guidance from the literature review, it was clear that teacher training influences academic performance. Therefore, the head teachers, administration, policy makers and other stakeholders should ensure that, head teachers and teachers apply all the teacher-training programs in an effort of improving academic performance.

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