Abstract: The purpose of this study was to analyze teachers’ attitude influencing educational performance of learners with intellectual challenges in public primary schools in Borabu Sub-County, Kenya. Learners with intellectual challenges were considered socially and physically less capable hence not readily accepted as part of the community and family. Educational performance of these learners with intellectual challenges has been low. The study analyzed teachers’ attitude on the educational performance of learners with intellectual challenges in Borabu Sub-County, Nyamira County, Kenya. The study adopted Glasser’s choice theory that is combined with the quality school and a conceptual framework adapted on the same principles of factors influencing educational performance of intellectually challenged learners. The study used descriptive survey design with a target population of 614 teachers from 54 public schools in Borabu Sub-County. A sample size of 16 head teachers, 184 regular teachers and 11 SNE teachers together with 1 EARC officer were the respondents of the study. The findings revealed that teacher’s attitudes influence the educational outcomes of the mentally challenged learners. Based on the findings, it was recommended that all public primary head teachers should avail enough time and space for the education of learners with intellectual challenges and that the curriculum should be adapted to satisfy all learners. Ministry of Education should plan for regular workshops to enhance the education of the mentally challenged. The EARC would sensitize school teachers and head teachers on the use of the Centre. Keywords: Integration, Teachers’ Attitude, Intellectual Challenges and Educational Performance. Title: TEACHERS’ ATTITUDE INFLUENCING EDUCATIONAL PERFORMANCE OF LEARNERS WITH INTELLECTUAL CHALLENGES IN PUBLIC PRIMARY SCHOOLS IN BORABU SUB-COUNTY, KENYA Author: Teresa Nyamisa Ongeri, Dr. Naftali Rop, Dr. Ruth Jepkemboi Choge International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 9, Issue 4, October 2022 - December 2022 Page No: 125-130 Paper Publications Website: www.paperpublications.org Published Date: 02-December-2022 DOI: https://doi.org/10.5281/zenodo.7389715 Paper Download Link (Source) https://www.paperpublications.org/upload/book/TEACHERS’%20ATTITUDE%20INFLUENCING-02122022-1.pdf

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org