Show simple item record

dc.contributor.authorOrodho, John Aluko
dc.contributor.authorAbobo, Francis
dc.contributor.authorOsero, Peterson Ondieki
dc.date.accessioned2015-03-10T08:46:07Z
dc.date.available2015-03-10T08:46:07Z
dc.date.issued2014
dc.identifier.citationJournal of Education and Practice Vol.5, No.36, 2014en_US
dc.identifier.issn2222-288X
dc.identifier.issn2222-1735
dc.identifier.urihttp://www.iiste.org/Journals/index.php/JEP/article/viewFile/17481/17740
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12354
dc.description.abstractThe gist of this study was to investigate the copping strategies applied by teachers and school managers to implement life skill education in secondary schools in Trans-Nzoia West District, Kenya. This study used Social Learning Theory or Social Cognitive Theory (SCT) by Albert Bandura (1986), which explains that children learn to behave through both formal instruction (for example how parents, teachers and other authorities and what role-models tell them to behave) as well as observation) amongst others. A descriptive survey research design was adopted for the study. From the target population of 1800 students, 150 teachers and 37 principals in 37 public secondary schools in the district, stratified random sampling technique was adopted to draw 15 principals, 30 teachers and 180 students yielding 225 subjects. Questionnaires were used to collect data from teachers and students while interview schedules were used to collect data from the principals. Quantitative data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS) while qualitative data from interviews were analyzed thematically. The main findings were that: the teachers and school managers were not well prepared to implement lifeskills education because of the fact that not only were the teachers not specifically trained to handle LSE, but they also claimed that since LSE is not examinable subject, it was also an added burden in the context of the high student-teacher ratio due to inadequate teaching force. In addition, although instructional resources are fairly available in most schools visited, they were grossly inadequate. While the attitude towards LSE education was positive amongst students, the teachers had negative attitude. It was evident that teachers and school managers had adopted various largely appropriate and participatory copping strategies including discussion, debates, brain-storming, case studies and storytelling amongst students and teachers to implement the LSE curriculum. What remains to be established is the extent of effectiveness of the applied strategies in meeting the objectives of LSE curriculum. It is thus recommended that relevant Government Ministries and semi autonomous Agencies (SAGAs) should fast track staff development initiatives through in-service training to equip teachers and school managers with relevant knowledge, skills and attitudes necessary for the implementation of LSE curriculum not only in the study locale but in other counties experiencing similar constraints in the country.en_US
dc.language.isoenen_US
dc.publisherwww.iiste.orgen_US
dc.subjectLife skills educationen_US
dc.subjectImplementationen_US
dc.subjectlevel of preparednessen_US
dc.subjectteachersen_US
dc.subjectschool managersen_US
dc.subjectSecondary schoolsen_US
dc.subjectCopping strategiesen_US
dc.subjectTrans-Nzoia West Districten_US
dc.subjectKenyaen_US
dc.titleThe main coping Strategies being Applied by teachers and school Managers to Implement Life Skills Education in Trans- Nzoia West District, Kenyaen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record