Teachers' professional qualifications and learning outcomes of visually impaired learners in integrated primary schools: A case of Nairobi County

Abstract

Teachers’ attitudes toward learners with special needs are essential to inclusive education, yet their relationship with the academic performance of visually impaired learners remains underexplored in Kenya. This study examined the influence of teachers’ attitudes on the academic performance of visually impaired learners in integrated primary schools in Nairobi County. A descriptive survey design combining quantitative and qualitative approaches was employed. Four schools were purposively selected from thirteen integrated public primary schools. The sample comprised 32 randomly selected teachers and four head teachers included through a census. Data were collected using Likert-scale questionnaires, structured interviews, and learners’ assessment scores. Instrument validity was established through expert review and reliability assessed using the split-half technique. Quantitative data were analyzed using an independent-samples t-test, while qualitative responses underwent thematic analysis. Of the 32 questionnaires distributed, 29 were returned, yielding a 90.6% response rate. Findings revealed a statistically significant difference in academic performance between learners taught by teachers with positive and less positive attitudes (t = 2.492, p = .019). Positive teacher dispositions, characterized by patience, accommodation, and inclusivity, were associated with improved academic performance and classroom engagement. Head teachers’ interviews reinforced these findings, emphasizing the importance of supportive teacher attitudes in inclusive classrooms. The study concludes that teacher attitudes significantly shape learning outcomes among visually impaired learners. It recommends targeted teacher sensitization, continuous professional development, and strengthened preservice and in-service training to cultivate inclusive attitudes and instructional practices, thereby improving educational outcomes in integrated primary schools.