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The assessment of agriculture projects in secondary schools has a lot of disparity in marks awarded by the school and the externally based assessments. There are many factors interacting that are likely to cause the difference, the teacher related factors being one of them. The purpose of the study was to investigate the effect of the teacher factors on the quality of assessment based on the qualification of teachers, teaching experience and integrity of the teachers. The population of the study consisted of 310 teachers of agriculture from 292 public and 14 private secondary schools. Simple random sampling was used to select 109 teachers of agriculture. Structured questionnaires were used to collect data. Results revealed that teacher factors positively and significantly affected the quality assessment of agriculture projects in secondary schools in Kakamega County. Based on the results, the following was the conclusion and subsequent recommendation of the study: Teacher factors, that is, qualifications (academic level), years of experience in teaching and integrity have a positive and significant effect on the quality assessment of agriculture projects. Therefore, for quality of assessment of agriculture projects to be improved in secondary schools, professionally trained teachers of agriculture with experience of teaching should be the only ones to be utilized to assess the projects as these improve the quality assessment of agriculture projects.
[John Wesonga Manyali, James Obara, Kibet Joash (2015); The Effect of Teacher Factors on Quality Assessment of Agriculture Projects in Secondary Schools, a case of Kakamega County, Kenya Int. J. of Adv. Res. 3 (4). 0] (ISSN 2320-5407). www.journalijar.com
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