This paper focuses on teacher preparedness and the changing landscape of the classroom environment. In particular, this paper is the investigation of the level of teachers’ preparedness and their ability to deal with learners from child headed households (CHHs) in their (learners) academic pursuits.
The study followed a qualitative case design of a conveniently selected school and the snowball sampling technique was used to identify orphaned learners. In-depth interviews, observation and document analysis were utilized to collect data. The paper established that teachers were not ready and able to assist these learners.
The learners in the study felt that their teachers were not trained to assist them. The paper concluded that teachers were not empowered to deal with CHH learners. Recommendations were made that educators should go for in-service training, workshops, seminars, and professional development meetings to empower and prepare them to deal with such CHH learners. The colleges and universities training teachers should also prepare teachers in the making with the relevant skills to deal with such situations.
