Exploring Teacher Factors Influencing Students' Competence Acquisition in Agriculture Subject in Kenyan Schools

This study aims to explore the teacher factors influencing students' competence acquisition in agriculture subject in Kenyan schools through a systematic literature review. The methodology involved a comprehensive search strategy across various databases to identify relevant studies published between 2010 and 2024. In total, 48 studies were selected based on predetermined inclusion criteria, focusing on teaching methods, teacher subject knowledge, attitudes, motivation, professional development opportunities, and classroom management strategies. Findings reveal that diverse teaching methods, such as project-based learning, inquiry-based learning, and cooperative learning, play pivotal roles in fostering competence among agriculture students. Additionally, competent and knowledgeable teachers, along with positive attitudes, motivation, and professional development opportunities, significantly influence students' engagement, comprehension, and achievement in agricultural subjects. Moreover, positive teacher-student relationships and effective classroom management strategies contribute to creating conducive learning environments that promote competence acquisition. In conclusion, addressing these teacher factors is essential for enhancing the quality and relevance of agriculture education, empowering students to develop essential competencies and contributing to sustainable agricultural development in Kenya. Further research and investment in teacher training and support are recommended to ensure continued improvement in agriculture education outcomes.