Influence of Institutional and Teacher Related Factors on Implementation of Physical Education Curriculum in Public Secondary Schools in Bomet County, Kenya
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Date
2023-10
Authors
Chepwogen, Koskei Caroline
Limboro, Charity
Journal Title
Journal ISSN
Volume Title
Publisher
RJI
Abstract
Physical education (PE) is an important component in the holistic development of individual, thus among the
core subjects in the basic levels of education. Research has affirmed that PE enhances self-confidence and skills
for psychomotor and social aspects of development. It also improves health and reduces stress. Despite the
benefits, there is growing evidence globally that PE especially among learners at the secondary school level is
on the decline. In Kenya, the physical education threshold set for students in secondary school is 40 minutes per
week, which falls far below the World Health Organization guidelines recommendation of 60 minutes on a daily
basis, and even then, most of the PE lessons are not implemented as prescribed. However, institutional and
teacher factors that affect implementation of PE curriculum in Kenya’s secondary schools have received
minimal attention in research. Therefore, this study established the influence of institutional and teacher factors
in the implementation of PE curriculum in public secondary schools in Bomet County, Kenya. The study was
anchored on the Achievement Goal Theory. Correlational research design was employed. The study had a target
population of 390, comprising of 130 principals and 260 P.E teachers. The study sampled 39 principals and 78
P.E teachers totaling to 117 respondents. Thematic analysis was applied to analyze qualitative data while
frequencies and percentages were used to analyze quantitative data. Further, chi-square test was used to test
the hypotheses, which was facilitated by the Statistical Package for Social Sciences (SPSS). The study
established a significant relationship between implementation of PE curriculum and PE teachers’ status (p
=0.002<0.05). In addition, the study established a significant relationship between PE teachers’ training and
implementation of the PE curriculum (p= 0.000<0.05). Further, the results indicated a significant relationship
between PE instructional facilities and implementation of the PE curriculum (p=0.001<0.05). Finally, the
results demonstrated a significant relationship between the PE teachers’ workload and implementation of PE
curriculum in public secondary schools in Bomet County (p=0.001<0.05). Based on the findings, the study
recommended that the Ministry of Education should allocate the schools with adequate funds to enable the
principals put in place adequate PE facilities adnd purchase adequate modern equipment to help the PE
teachers implement the PE curriculum effectively. The Teachers’ Service Commission (TSC) should employ and
post more trained PE teachers in these schools and provide in-service training for teachers on implementation
of PE curriculum. This would ease workload and equip teachers with up to date knowledge and skills on PE,
which would enhance effective implementation of PE curriculum in schools.
Description
Article
Keywords
Physical Education, Curriculum, Public Secondary Schools, Teachers’ Factors
Citation
KOSKEI, C. C., & LIMBORO, C. (2023). Influence of institutional and teacher related factors on implementation of physical education curriculum in public secondary schools in Bomet County, Kenya. Reviewed Journal International of Education Practice, 4(1), 158-170.