Browsing by Author "Mwaga O. Brian"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Influence of Teacher’s Preparedness on Implementation of Language Activities in Competency Based Curriculum in Public Primary Schools in Homabay County, Kenya
    (Kenyatta University, 2024-03) Mwaga O. Brian
    Teacher preparedness encompasses giving relevant curriculum skills, knowledge, values and attitudes to help them implement a program. Through teacher preparation, the teachers are given relevant professional development on how to deliver content, capacity to integrate Information and Communication Technology, usage of learner centered approaches and how to carry out assessment. The purpose of the study was to establish influence of teachers’ preparedness on the implementation of language activities. The study was guided by four objectives: To determine the influence of teacher professional development on the implementation of language activities in competency based curriculum, to establish the influence of ICT integration capacity of teachers on the implementation of language activities, to assess the influence of Inquiry-based learning approach on the implementation of language and to determine the influence of professional documents on the implementation of language activities. The study was premised on constructivism theory whose proponent is Vygotsky. The study adopted explanatory mixed-method design. The target population consisted of 81 head teachers, 1115 teachers, 4 Curriculum Support Officers. Stratified sampling was used to divide teachers into grades they teach, simple random sampling was applied to select teachers from each strata, and purposive sampling was used to select the head teachers and curriculum support officers. The Sample size of the study was 245 which was 20.42% of the target population comprising of 20 head teachers, 223 teachers, 2 Curriculum Support officers. Questionnaires were used on teachers, Interview schedule were used on head teachers, curriculum support officers and observation checklist was used on schools. 4 primary schools were used to pilot in Kasipul sub –county, where 4 head teachers and 8 teachers participated. Expert judgement was done by specialists and experts in curriculum to determine content validity. Reliability of the instruments was achieved through test-retest and established the internal consistence at 0.94 which proved existence of a high instrument reliability. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were coded and analyzed using SPSS version 27 to generate frequencies and percentages. Inferential data analysis was done using linear regression to determine the influence of predictors on implementation of language activities. The study found that teacher preparedness had a 26.1% variation to explain and predict implementation of language activities while majority of teachers were not satisfied with the level of preparedness to implement the curriculum. The study concluded that curriculum implementation by teachers suffered a major setback due to little teacher professional development, inadequate capacity to integrate ICT, majority of learners share ideas when using inquiry based learning and significant number of teachers do not achieve targeted outcomes when using professional documents such as lesson plans. The findings of the study may inform the education stakeholders such as the Ministry of Education to come up with content training programs and policies that assist in curriculum implementation.