Browsing by Author "Mwau, Josephine Mbenya"

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    Teachers’ Engagement and the Implementation of 2017 Policy on Education for the Hearing impaired Children in Nairobi City County, Kenya
    (Strategic Journals, 2025-06) Mwau, Josephine Mbenya; Kiruthu, Felix
    The 2017 National Pre-Primary Education Policy for the Hearing Impaired represents a significant step forward in addressing the educational needs of young learners with hearing impairments in Kenya. The implementation of this policy is crucial for ensuring equitable access to quality education, fostering inclusive learning environments. However, despite its well-intentioned framework, the policy has faced significant hurdles in its implementation. Though the NPPEP of 2017 has been implemented for about 5 years, very little is known on how the stakeholder engagement has influenced the implementation of the policy. Therefore the study sought to assess the influence of teachers’ engagement in the implementation of education of learners with hearing impairment under the 2017 NP-PEP in Nairobi City County. The study was anchored on stakeholder theory and employed descriptive research design. The target population included all the special units for the hearing-impaired learners in public primary schools, education officers, head teachers, pre-primary schoolteachers and parents in the County and national government officers in charge of early childhood education and policy. Since the target population was small the study adopted census technique to incorporate all the 115 targeted individuals. Questionnaire and interview schedule were employed as data collection tools. Questionnaires were employed to collect primary data from head teachers, pre-primary teachers, and parents. Interview schedules were employed to gather data from education officers in Nairobi City County. The study collected both qualitative and quantitative data. Qualitative data was analyzed using thematic analysis, while quantitative data was analyzed using descriptive and inferential statistics. Descriptive statistics involved the use of frequencies, percentage, mean and std. Inferential statistics involved the use of correlation and regression analysis. The research findings were presented in tables and figures. The study concluded that teacher engagement is crucial for the successful implementation of the 2017 NP-PEP. The study recommended that the Ministry of Education and the Nairobi City County government should prioritize continuous professional development for teachers, focusing on special needs education, sign language skills, and assistive technology