DISCREPANCIES BETWEEN EXPRESSED NEEDS AND THE COMPETENCIES RECEIVED IN TEACHER EDUCATION PROGRAMS FOR BACHELOR OF EDUCATION ENGLISH TEACHERS IN KENYA

This study investigated discrepancies between important competencies stressed during training of secondary school English educators in Kenya and competencies perceived as needed on the job. Macro competencies investigated: mastery of English usage; knowledge of the nature of English language; cultural awareness; planning of instruction; execution of instruction; foreign/second language testing; public and human relations; and awareness of professional roles. Each macro area has five micro competencies. Study sample included: administrators (N = 46), degree teachers (N = 103), and non-degree teachers (N = 46). Demographic information included: subjects' education level, training location, employment position, age, and sex. Hypotheses tested: (1) There are discrepancies between importance of competencies and the degree of training received in them. (2) There are discrepancies in the perception of importance of and the adequacy of training in competencies among sample groups. (3) There is greater agreement between teachers and administrators on the importance of competencies than on their adequacy of training. (4) The correlations between administrators' ratings of importance and training are significantly higher than teachers'. The level of significance for accepting or rejecting the hypotheses was .05. Results: Findings supported Hypothesis 1. Importance ratings were significantly higher than training ratings. Hypothesis 2 was supported by group ratings of importance of: cultural awareness, awareness of professional roles, and sub-areas under: planning of instruction, foreign/second language testing, and awareness of professional roles. Non-degree teachers' ratings were consistently lower than administrators' and degree teachers'. These groups did not differ significantly on their perceptions of training. The data did not support Hypothesis 3. Administrators and teachers differed significantly on importance of public and human relations, and sub-areas under: knowledge of the nature of English language, planning of instruction, and foreign/second language testing. But there were no significant differences between group ratings on training. Hypothesis 4 was supported because the correlation between administrators' ratings of importance and training were significantly higher for some areas than teachers'. These findings suggest a need to review the current Kenya English teachers' program. Inconsistencies in the rating of importance of competencies require further research to determine their source.