Assessing Teacher-Based Factors on Learner Outcome
Kagema J. Njogu

Abstract
The principal function of teaching is on learner outcome and achievement across grade levels. There is spirited discussion of determinants of performance among students (Tsui & Cheng, 1999; Harris and Mercier, 2000; Kozioff et al., (2001) Learner characteristics and learning styles (Kolb, 1984; Honey and Munford, 2006) are also critical to performance. Others are parental factors, school characteristics and resource availability. Hoxby (2000) equally concludes that class size is a parameter for learner performance due to close attention offered to learners. The role of the teacher needs to be re-evaluated on determining leaner achievement. Teacher- based factors, therefore, play an extensive connection on the level of performance. This paper addresses the interplay among the double variables teacher commitment and teacher interpersonal skills as vector factors on learner achievement. The findings of the study will significantly insights to both teachers and school leadership to re-evaluate the role of the teacher in essence of learner performance.

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