Dynamics of Teaching Performance Standards on Curriculum Implimentation in Public Schools in Bungoma County, Kenya
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Date
2023
Authors
Khaemba, Protas Fwamba
Soita, Moses Wekesa
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Studies in Social Sciences
Abstract
This study assessed effects of teaching performance standards on curriculum
implementation and delivery in public schools in Bungoma County, Kenya. The study
was objective was to assess if every teacher has complied with the teaching
performance standards. The study was based on education production function
theory, which places students’ performance as function of teachers` quality of input/
curriculum service delivery. The study employed simple random sampling where two
lists were prepared for public primary and secondary schools and 10% of the schools,
teaching staff and deputy heads were randomly picked from the lists. Out of 73
primary, 29 secondary, 1971 teachers and 102 deputy heads a sample frame of 7
primary schools, 3 secondary schools, 197 teachers, 7 deputy head from primary and
3 from secondary were used. Correlation and regression were used in data analysis.
The paper singles out syllabus coverage, lesson attendance, marking of learners’
exercise books and teaching/learning Aids as major factors influencing curriculum
implementation in schools. The paper concludes that if teachers comply with all the
teaching performance standards, effective implementation of curriculum will be
achieved. The paper recommends the study on IEP to assess its effect on quality of
education in Bungoma County.
Description
Article
Keywords
Curriculum delivery, Curriculum implementation, Teaching Professional Standards, Deputy Heads, Dynamics, Bungoma County
Citation
Khaemba, P. F., & Soita, M. W. (2023). Dynamics of Teaching Performance Standards on Curriculum Implimentation in Public Schools in Bungoma County, Kenya. Journal of Studies in Social Sciences, 22.