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dc.contributor.authorChepwogen, Koskei Caroline
dc.contributor.authorLimboro, Charity
dc.date.accessioned2023-10-30T12:46:43Z
dc.date.available2023-10-30T12:46:43Z
dc.date.issued2023-10
dc.identifier.citationKOSKEI, 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.en_US
dc.identifier.urihttps://mail.reviewedjournals.com/index.php/Education/article/view/131
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/27094
dc.descriptionArticleen_US
dc.description.abstractPhysical 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.en_US
dc.language.isoenen_US
dc.publisherRJIen_US
dc.subjectPhysical Educationen_US
dc.subjectCurriculumen_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectTeachers’ Factorsen_US
dc.titleInfluence of Institutional and Teacher Related Factors on Implementation of Physical Education Curriculum in Public Secondary Schools in Bomet County, Kenyaen_US
dc.typeArticleen_US


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