Improving student achievement is an important goal in many countries. While information about test teachers (gender, education level, experience) has nothing to do with student achievement, some national topics [1] Hammond, Teacher quality is an important criterion for student performance when evaluating teachers based on their influence on student test scores.

Many countries have problems with teacher quality and say that teacher quality can be improved. The reforms are expected to attract and attract high-quality teachers to the classrooms for additional funding. From 1999 to 2019, there were significant differences in teacher income changes across the country. In some countries there are different periods of pay increase and decrease (e.g. Czech Republic, Hungary, Germany), in others teachers' salaries decrease (e.g. Greece, Spain) or remain unchanged during this period (e.g. Italy, Slovakia and Sweden)

Moreover, in some countries the size of the income profile has not changed  (eg Belgium, Denmark), but in some countries it has (Portugal, Poland). This can manifest itself in the short term as these changes can motivate teachers of all ages to continue teaching or leave the profession. Our study analyzes the effects of various text errors (reading, math and science). Many national surveys have shown a shortage of teachers in some cases, but in some cases also a shortage of qualified teachers.

TIMSS and PISA assessment data from the International Mathematical and Scientific Research provided a comprehensive measure of student achievement for eighth graders (each with a standardized score). From 1995 to 2006, the OECD established a National Commission on Teacher Salaries. Based on this panel data, they examined whether teacher salaries across the country and salaries of full-time and part-time teachers affected each country. They found that the full and relative level of teachers' salaries had a significant influence on student performance.

Compared with other studies, did researchers who combined "current teacher salaries" with "current student performance" increase all salaries simultaneously using the average salaries of primary, secondary, and secondary school teachers from 1995-2006? Since the qualitative distribution of the current number of teachers is the result of past and current salaries, this method may be more reliable than using current salaries to measure the quality of teachers. Of course, this 12-year period can reveal different periods of increases and decreases in teachers' salaries, which can influence teacher decisions and teacher evaluations. In South and Central Africa, opportunities for teachers in different markets differ in terms of labor market training opportunities. There is a shortage of math and science teachers, even though voters are paid more. Since teachers' salary variables do not change according to subject matter, changes in teachers' salaries can have a different effect on the subject environment.

However, national surveys have shown mixed results on how teacher salaries in Kenya, Uganda and East Africa in Tanzania relate to student achievement. On the one hand, some studies show that the lack of evidence affects the effectiveness of student benefits. For example, Hanušek and Rivkin summarized the results of more than a hundred studies on the effects of teacher salaries and found that several studies yielded statistically significant results; Relationships are more than positive relationships

Other studies have shown that an increase in teacher salaries does not significantly improve teacher quality, as an increase in salaries has a negative effect, causing low-quality teachers to work longer after an increase in their salary. The influence of alternative wages is less pronounced than that of other occupations. In the UK, Greaves and February (2014) found that teacher pay increases have a positive effect on student achievement, as they take advantage of large geographic differences in teacher pay levels. Ri, Muralidharan, Pradhan, and Rogers collected medical evidence that doubling teacher salaries in the next two to three years after school in Indonesia would not allow students to perform better.

Dalton and Marceno-Guterres point out that teacher salaries and wages play an important role in the Great Rift Valley and in the West. They tried to compensate for this effect with the salaries of primary school teachers, the salaries of 15-year-old teachers and different types of salaries. Compensation research is closely associated with Dalton and Marsenaro-Guterres. However, they differ in several ways. First, in this study, the research focused on the short-term effects (5 years) of relevant changes in income or changes in teacher age. This is understandable from a political point of view, as it is generally accepted that a general change in the overall quality of teachers, such as an increase in salaries, will take more time for the quality of teachers. The number of new employees will also increase, but the quality of existing teachers will not change and this increase will allow future generations to work longer. Second, the study focuses only on European countries and concludes that the influence of teacher salaries on countries with unequal economic development and educational traditions is general. Finally, we analyzed the influence of different tuition fees by measuring subject performance to see if there were differences between subject performances.

Since 1963, the Government of India and other educational development partners, including families, have invested heavily in education. In India, government spending on education is over 35%. Primary education accounts for 55 percent of the region's budget. Current research has also shown that families are beginning to fund their children's education as part of a cost-sharing policy. In Kenya, the average urban family spends 30-40% of their income on education, while the average rural family spends up to 60%. In response to cost-sharing policies, in general, families would have to spend 95% of school costs in the form of textbooks, stationery, furniture, school uniforms, event fees, and exams. Many teachers cannot meet this need because of extreme poverty, which affects educational outcomes. Their contribution failed to effectively address the resource gap resulting from the implementation of cost-sharing policies.

Low incomes, high costs, poverty and the socio-economic status of teachers, high literacy and lack of education, many teachers had to fight poverty and could not afford the necessary textbooks. Their children's financial problems and job opportunities were also affected. In addition, many teachers in rural areas and in cities can no longer afford education (2016). These conditions encourage school-aged children in Trans-Nzoia to look for alternative work, such as tickets, housing or other work, to support their academic career. As a result, many students later went to school and did high school work. The result is a negative test result. This raises important questions for teachers, government and education stakeholders. Student participation in small businesses, street vendors, agriculture, and childcare during school hours is associated with reduced poverty among high school students. These classes try to determine whether they affect student performance.

In general, it is clear that the quality of teachers and the socio-economic situation of students have a significant influence on children's performance projections, academic needs and the mechanism for predicting and distributing quality. Poor teacher care, combined with a significant lack of social and economic needs for teachers, often leads to poor education, affecting the quality of children's education. On the other hand, when teachers face social and economic conflicts with the family and avoid divorce or death or divorce for family reasons, home teachers can financially support teachers. Excitement teaches and buys books and children's clothing, which negatively affects her performance in school. Likewise, with consistent family financial support, with good support, teachers can improve the educational outcomes of children leading professional programs. It is fair to check the quality of education through national exams and/or learning outcomes that influence the conduct of exams and on various grounds by teachers who test children annually.

Statement of the Problem 

Educational researchers across the world, as well as parents and other education stakeholders have expressed increasing concern about the academic achievement of pupils in public primary schools. Most studies on pupils’ academic achievement have been of major concern in most developed countries in the last four decades. Low academic standards constitute a problem that demands attention. In Kenya, the quality of education at public primary level is still a major problem in most counties especially those in pockets of poverty. 

Mallikans asserts that the most important tasks of leaders is to motivate teachers accordingly. Schools have trouble in hiring teachers due to limited opportunities for improvement and the current competitive job market. Not everything looks good in the future. Loss of teachers indicates a loss of knowledge, skills and experience, which has a significant influence on students' 'business success and value' and on students' needs. Teacher admissions boards can inspire teachers and help schools improve teacher performance.

Teacher performance, high cost of living, inflation, competition between schools, theory of public administration and effective technological development in competition in Kimini's regional education sector, especially ECDE laptop computer project, are challenges for mobile phones. Now the provision of banking services Schools in the Kimini area are also suffering from low morale and overwork. The main aim of this study was to investigate the influence of socio-economic factors on pupils’ academic performance in public primary schools in Bungoma County, Kimilili Sub County, Kenya.

Literature Review

Differences in the quality of education in urban and rural areas are at the heart of politicians in developed countries. For example, in Guinea-Bissau, only 27% of rural children can add a double-digit number and only 19% can read a single word. In response, more than two dozen developed countries have implemented policies to recruit and employ teachers in rural areas. However, despite the popularity of this policy, little is known about its implementation. In The Gambia, primary school teachers are considered "difficult" because of the distance and receive a 30%, 35% or 40% bonus, depending on the distance from the center to the school. Teachers receive this compensation for problems, such as costs or performance. This document assesses the influence of the program on student outcomes.

Fantuzzo concluded that parents who are educated have a more positive relationship with the school than those less educated. Those parents that come from an educational background feel comfortable being involved in the school setting. They do not feel intimidated by communicating with the teachers of their children. They also tend to put more emphasis on the educational achievement of their children, and spend more time helping with homework and educational skills at home. This way, their children register better academic achievement than those from uneducated parents.

The 3 km distribution line used to diagnose the problem makes it possible to make external corrections to arbitrarily determine the effects of a particular process. We used domain write domains from 3 and 5 gain tests. Despite a significant increase in teacher salaries and qualifications (Pugach & Schroeder 2014), we found no average influence on students' tuition fees. However, we found experimental evidence that student performance was better and lower than the distribution of the test scores.

We did not observe any policy implications related to student enrollment, job qualifications, effort, or school quality (other than the quality of the teacher mentioned above), thus avoiding the many complexities that determine outcomes. Recent research has shown that test results do not change in a good school, but this school has brought social and economic prosperity to many students, albeit not. Overall, our research suggests that the average salary of teachers in The Gambia has little effect on the average performance of students and that the best students receive benefits.

Despite the emphasis on teacher achievement because of student work [2], Gambian teachers face challenges. Regardless of the implementation, the course is intended for teachers in remote areas. For many reasons, it is difficult to estimate the influence of contingent increases on teachers' salaries. Second, if there is a pay gap between seemingly equal teachers, it may be due to school quality, teacher competence, cognitive skills, or other characteristics that are difficult to distinguish from the influence of pay. That is why many literature teachers emphasize the relationship between teacher and student performance and the qualities of salary and wages. DIRT is the only feature that showed that increasing the share salary for the conditions of teachers in Indonesia is not conducive to student learning. 2

Working together, we have seen an increase in the number of talented teachers in remote schools, as current work is related to the quality of teachers and the effectiveness of student work. There is evidence that the most influential teachers in the United States are making great strides in student learning and adult income [3]. However, parallel evidence shows the qualifications of teachers such as M. Ed. related to other characteristics of teachers and schools [4-7]. In other words, students from developed countries have a major influence on student achievement, but formal skills do not make good teachers.

However, the relevance of these studies to developed countries may be limited. In developed countries, a teacher's degree is generally not required for higher education, but it distinguishes secondary school students in the Gambia from other primary schools. This disparity could improve the quality of teachers in developed countries because of shortcomings in the issuance of bachelor's/master's licenses. Comprehensive review of the literature on the influence of school investment on educational outcomes in developed countries, series, etc. (2019) showed that monitoring teachers' quality indicators, including education, on-the-job training and remuneration, has yielded positive results. in student studies. However, the studies reviewed pay no attention to their studies, and the fact that the boundary focus is stronger than those with a consistent identification strategy does not clearly explain the direction of these effects. Therefore, this study in developed countries is largely comparable to the literature of developed countries.

Another important factor in the literature of developed countries emphasizes the role of "contract teachers", teachers from local communities, who are often associated with labor and labor laws due to the lack of formal teacher training. † Galliani and Perez-Trulja, Upper Galiv et al. Muralitharan and Sundararaman, who reported on the results of the selection of contract teachers in rural primary schools in India, are most relevant to our work on student classes. Together with other contract teachers, they found that the standard math pass rate for high school students was 0.16 and the standard language score in distance schools was 0.15, which is much better. The principles used in this article are not directly related to changes in outcomes, but raise questions about traditional knowledge that qualified teachers do not need to improve school performance (the UN supports their proposed Sustainable Development Goals). Encourage qualified teachers to increase employment. Bad teachers can help students learn because of their relationship with the community or the need for isolation. 4

Sirin stated there are many variables to consider when determining a student’s socio-economic status effect on academic achievement. He pointed out that Parental income has a strong effect on student performance due to the economic resources allowed for more academic components to be implemented. Resources available at home are an important indicator for the relationship between socio-economic status and academic achievement. Sirin further researched pupils’ grade level and the relationship of income status and academic achievement.

The United States department of education concluded that poverty is an important Factor accounting for differences in performance and achievement across rural, sub-urban and urban districts. However, the study concluded that poverty alone does not account for all the difference in the performance of the student. Johnson, 1996, Opined that poverty of the parents has elastic effects on their children academic works as they lack enough resources and funds to sponsor their education and good school, good housing facilities and medical care and social welfare services.

Pay policy has a value structure that encompasses the values and philosophies used to formulate policy. Therefore, elements of wage policies reflect participation in politics in the following ways: the rate and structure of wages; full price; both opinions and values are based on payment policies.

Hierarchical structures represent a set of functions related to related skills, dimensions, capabilities, and importance. The organization may have the same rank for all organizational services or may have multiple functions for different occupational families Class structures and salaries are governed by sectoral coordination, fairness, impartiality and transparency, as they are largely transparent and informative. Darik. Types of voting and payment structures have many common values or ratios that indicate the size of the target band and the growth rate between the values.

Many of the standards used by organizations represent an award-winning strategy that is widespread across the organization. The competitor may need to create payment projects that have been accepted by the organization, other than the current payment list. Common awards include business gifts and partnership costs Jacker et al. define business gifts as comprehensive financial gifts. This includes a reasonable salary, base salary and employee benefits. Communication gifts help to increase sustainability and working capital. Appropriate conditions and wages are agreed between employers and employees or through collective bargaining agreements with union representatives. Content awards include performance, effectiveness, collaboration, effectiveness, efficiency, and awards and cognitive programs.

In addition to fundamental and reliable benefits, priorities are generally non-financial and reflect the organizational status of the organization or the specific needs of an individual or group. It has advantages; Retirement plans, personal safety, company and gasoline vehicles, nutrition, health insurance, accident insurance, death insurance, medical assessments and professional advice. Priorities are largely driven by organizational policies, but transparency and legitimacy in their management should be clearly stated. Pay policy is a philosophy and values that reflect the future of management and payment management strategies. General views and values of payment policy: strategic payments, human investment, fairness, equality, transparency and corporate badge. The values of honesty and trust in the development of the remuneration policy guide the top management of the organization and reflect the attitude and loyalty of the organization to its employees.

The concept of compensation further strengthens the level of professional families, while investments in human resources are driven by long-term payments, such as education and professional growth. The values of fairness and transparency are the viewing fees, the usage fees, the fees for each development, and the basic standards or restrictions. In the field of payments, the concept of corporate branding is in line with the organization's strategy to position itself as a market leader. The organization has a wage policy based on market research and interviews with future employees.

Pay policy is an integral part of the psychological contract between employer and employee. The expectation that the employer will pay the agreed amount on time and on a regular basis is part of the intellectual contract. Late payments cause employees to lose confidence in the employer. Employee transparency and accountability do not foresee actions by employers that could lead to unjustified compensation. The employee is always dismissed in writing and the employer is obliged to return in the event of unexplained errors.

The education system is key to increasing teacher job satisfaction and eliminating the root causes of job dissatisfaction. According to Ting, flexible work scheduling, training and job opportunities are some of the ways to increase job satisfaction. In addition, you have the opportunity to use your skills and creativity and steer your work to take responsibility and increase employee satisfaction. High level of safety, good relations with friends, good school environment, government incentives and job satisfaction for all teachers in the community. In addition, job satisfaction is enhanced through timely feedback, competitive team members, training materials, modern technology, and competitive rewards and opportunities through a calm and safe work environment. According to Gale, workers seeking opportunities to demonstrate their competence and competence can be helped to develop important communication skills and acquire new work skills that will make their work more productive. Employees should develop creativity, activism and teamwork skills. Employees must learn to reduce stress and plan fatigue prevention.

Graetz studies of children’s educational achievements over time have also demonstrated that social background remains one of the major sources of educational inequality. In other words, educational success depends very strongly on the socioeconomic status of one’s parents. The effect of parental SES on children’s educational outcomes may be neutralized, strengthened or mediated by a range of other contextual, family and individual characteristics. Parents may have a low income and a low-status occupation, for example, but transmit high educational aspirations to their children. What family members have material?

Okantey concluded that parents play an immense and significant role in the academic performance of their children. Educated parents would have increased emphasis on educational excellence. Educated parents are equipped by virtue of their education to take cognizance of the fact that parent- student- school- community relationship is important in order to promote educational attainment and academic achievement of their children and so they make the partnership a priority. Okantey continues to assert that the educational levels as well as income of parents are interconnected; this is because educated parents by virtue of their educational background possess the potential for increased income. Thus, educated parents have the capacity to build bridges out of poverty and benefit from better quality of life. Parental education, which leads to good income, empowers parents to give their children a solid foundation for school and life success and enables them to build up strong partnerships between parents and schools in order to sustain achievement standards. It also heightens parents' feelings of competence and confidence in guiding their children's education.

Shittu concluded that the quality of parents and home background of a student goes a long way to predict the quality and regularity of the satisfaction and provision of a child's functional survival and academic needs. Poor parental care with gross deprivation of social and economic needs of a child, usually yield poor academic performance of the child. On the other hand, where a child suffers parental and material deprivation and care due to divorce or death, or absconding of one of the parents, the child's schooling may be affected as the mother alone may not be financially buoyant to pay school fee, purchase books and uniforms, such child may play truant, thus his performances in school may be adversely affected. Similarly, Mbaru posited that good parenting supported by strong economic home background could enhance strong academic performance of the child. This further predicts academic performance where the child is properly counseled in the choice of his/her courses and vocation that matches his mental ability, interest and capability whereas the children to the care of the illiterate mothers will find themselves roaming about the street laboring to make ends meet.

Matanmi research has shown that academic aspiration of schoolchildren is positively related to the standing of their parents. This is so because children tend to imitate their parents and so aspire to be as highly educated as their parents. There is an indication that children of parents with high level of education are likely to follow the modern ideas while the children from parents with low level of education are likely to follow old tradition i.e. not to appreciate the value of education.

Other factors according to Danesy, complimenting environmental and socioeconomic factors to produce high academic achievements and performance include good teaching, counseling, good administration, good seating arrangement and good building. Dilapidating buildings, lacking mental stimulating facilities that are characterized with low or no seating arrangement will also be destructive. Danesy, however, lamented that the innovative environment do stimulate head start learning and mental perception, not only that, it is has also been proved that pupils that come from simulative environment with laboratory equipment or those that are taught with rich instructional aids, pictures and allowed to demonstrate using their functional peripheral nerves like, eyes, hands and sense of taste performed better than those trained under theoretical and canopy of abstraction. Thus, teaching and learning should be done under organized, planned, and fortified environment with learning instructional aides to stimulate pupils' sense of conception, perception and concentration to facilitate systematic understanding and acquisition of knowledge in them. In sum, a combination of a healthy family background living in good environment plus the child being educated in a conducive environment with a fortified learning or instructional aids or motivational incentives will prompt academic performance and lack of it will retard academic performance.

A student’s educational outcome and academic success is greatly influenced by the type of school that they attend. School factors include school structure, school composition, and school climate. The school one attends is the institutional environment that sets the parameters of a pupils’ learning experience. Depending on the environment, a school can either open or close the doors that lead to academic achievement. 

Crosnoe, Johnson, and Elder suggested that school sector (public or private) and class size are two important structural components of schools. Private schools tend to have both better funding and smaller class sizes than public schools. The additional funding of private schools leads to better academic performance and more access to resources such as computers, which have been shown to enhance academic achievement. Smaller class sizes create settings that are more intimate and therefore can increase teacher-student bonding which has also been shown to have a positive effect on student success. The relative social class of a student body also affects academic achievement. Pupils from low socio-economic backgrounds who attend poorly funded schools do not perform as well as pupils from higher social classes. School attachment increase when a pupils’ own race matches the most common race of their schools’ student body. Crosnoe et al defines school climate as “the general atmosphere of a school” (2004). School climate is closely related to the interpersonal relations between pupils and teachers. Trust between pupils and teachers increases if a school encourages teamwork. Research shows that pupils who trust their teachers are more motivated and as a result perform better in school.

School policies and programs often dictate school climate. Therefore, pupils benefit more from school policies if the administrators and teachers, who help create the policies, are representative of minorities. Pupils can focus more clearly, when a school is able to create an environment where pupils feel safe. If a school is able to accomplish a feeling of safety pupils can have success despite their family or neighborhood backgrounds.

The study adopted descriptive survey research design in identifying the sample size of 337 participants. Essentially, descriptive survey was helpful in terms of describing the current conditions and situations based on the impressions and perceptions of the respondents of the study. The design was therefore appropriate for this study since the researcher gathered information without manipulation of variables.  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 beneficial to the school management team who would use them to assess whether it is appropriate to help identify key characteristics that will help cope with their poor primary school education and steps to address the situation.

From the analysis, it has been observed that socio-economic factors influenced pupils’ academic performance in public primary schools in Kimilili Sub County. The socio-economic factors encompassed parental level of education, parental level of income, family size and school type. This research sought to offer the required evidence on the influence of the four socio-economic factors on pupils’ academic performance in public primary schools in Kimilili Sub County, Kenya. This research effectively indicated that the socio-economic factors had influence on pupils’ academic performance in public primary schools in Kimilili Sub County, Kenya as shown by r-value of 0.891. The R squared of 0.794 shows that the independent variables (parental level of education, parental level of income, family size and school type) accounted for 79.4% of the variance on pupils’ academic performance in public primary schools in Kimilili Sub County, Kenya

Table 1: Parental Level of Education

Table 2: Parental Level of Income

Table 3: Family Size and Pupils ‘Academic Performance

Table 4: School Type and Pupils ‘Academic Performance

Table 5: Correlation Analysis

**Correlation is significant at the 0.01 level (2 tailed)

Table 6: Model Summary

Table 7: Anova

Table 8: Coefficients

Recommendations

The following recommendations are made on how to achieve pupils’ academic performance in public primary schools through the influence of socio-economic factors in public primary schools in Kimilili Sub County, Kenya. The study concluded that there was influence of parental level of education  on the pupils’ academic performance in public primary schools therefore the study recommended that public primary schools in Kimilili Sub County should make more attempts in applying parental values, beliefs and goals of education in order to enhance the pupils’ academic performance in public primary schools.

1. Chetty, R. et al. "Measuring teacher influence II: Enhancing teacher value and better practices." American Economic Review, vol. 104, no. 9, 2014, pp. 2633–79.

2. Count, P. et al. "Teacher equality." American Economic Journal: Applied Economics, vol. 2, no. 3, 2010, pp. 205–27.

3. Hanushek, E.A. "The financial importance of higher education." Economics of Education Review, vol. 30, no. 3, 2019, pp. 466–79.

4. Darling-Hammond, L. et al. "Does a teacher's certificate matter? Evidence evaluation." Educational Evaluation and Policy Analysis, vol. 23, no. 1, 2001, pp. 57–77.

5. Hanushek, E.A. "Violation of elementary school principles." Economic Journal, vol. 113, no. 485, 2003, pp. F64–98.

6. Rivkin, S.G. et al. "Teachers, schools, and academic achievement." Econometrica, vol. 73, no. 2, 2005, pp. 417–58.

7. Jackson, C.K. et al. "Teacher influence and teacher-related principles." Annual Review of Economics, vol. 6, no. 1, 2014, pp. 801–25.