ABSTRACT
The purpose of this study was to study the effect of kiswahili teacher quality on the academic achievement of students in the selected schools of Kasipul Division, Kinango District of Kenya. The objectives of the study were; to determine if teachers motivation affects academic performance of students in Kasipul Division, to determine whether the teachers qualification affects academic achievement of students in Kasipul Division, and to investigate whether if facilities at school affects academic performance of students in Kasipul Division The methods used for data collection were questionnaires to the teachers and interview guide to the headmasters of the schools which participated in the study. Findings indicated that teacher experience, qualification of the teacher and the motivation of the teacher have a direct relationship with the performance of students in kiswahili. Recommendations included Government making facilities at school for kiswahili teachers to teach in a conducive environment in order to aid the better performance of kiswahili students in their schools and that government should make sure that it facilitates unqualified teachers to go for further studies to improve the academic achievement of students in kiswahili.