Influence of Teachers’ Preparedness on Implementation of Life Skills Education in Public Secondary Schools in Kiambu County, Kenya

Abstract

There has been a concern over the rising cases of drug and substance abuse, adolescent pregnancies, abortion, poor performance, school dropout among others in secondary schools in Kenya. While Life skills education (LSE) has been rolled out in secondary schools to curb problem behaviour, little is known on how teachers are prepared on its implementation. The purpose of the study was to investigate the influence of teachers’ preparedness on the implementation of Life Skills Education (LSE) in public secondary schools in Kiambu County, Kenya. It was guided by the following Objectives: to examine the influence of teachers’ training on the implementation of LSE; to find out teachers’ attitude towards the implementation of LSE; to assess the availability of learning resources for the implementation of LSE; and to establish the methodology used by the teachers to implement LSE. The study was informed by Bandura’s social learning theory (1977) which states that behaviour is a product of learning from one’s environment. The study utilized a descriptive survey design. Purposive sampling was used to select 255 participants (teachers = 170, principals = 85). Data from the LSE teachers was collected using a semi-structured questionnaire; and an interview schedule was used with the principals. The collected data was both quantitative and qualitative in nature. Quantitative data was analysed using frequencies, percentages, pie charts and bar graphs. Qualitative data was analysed thematically and presented in narrative form. The findings showed that teachers lacked training for implementation of Life Skills Education which led the teachers to have negative attitude towards LSE. The teachers thus focused more on examinable subjects at the expense of LSE. The teaching and learning resources were inadequate. Many teachers taught using story telling approach instead of using the recommended participatory approach where learners are actively involved. The study recommends that the principals should ensure that their teachers teach LSE in accordance with the Ministry guidelines. Further, schools should sponsor their LSE teachers to attend in-service training. Also, LSE teachers should be encouraged to improvise on teaching/learning materials in order to equip learners with adequate knowledge on LSE. Lastly, the Ministry of Education should ensure that there consistent monitoring and evaluation of teaching of LSE in the secondary schools. This study may be useful to policy makers in making changes or new implementations on the LSE curriculum. It may also be useful to school principals who wish to improve the learning of LSE in secondary schools in Kenya.