Institutional and teacher related factors’s influence on implementation of physical education curriculum in Public secondary schools in Bomet County, Kenya
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Date
2024-06
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Publisher
Kenyatta University
Abstract
This study sought to establish the institutional and teacher factors that affect how the Physical Education (PE) curriculum is implemented in public secondary schools in Bomet County, Kenya. The purpose of the study was to determine how status of PE instructors, their training, their workload, and instructional facilities affect how the PE curriculum is taught in public secondary schools in Bomet County. The study's framework was the Achievement Goal Theory. Correlational study design was employed. 390 persons, including 130 administrators and 260 physical education teachers, made up the study's target group. 117 people participated in the survey, including 78 physical education teachers and 39 principals. Data was gathered via questionnaires and interview schedules. Test-retest reliability was analyzed together with the content validity of the research tools, and a Cronbach coefficient of 0.822 was discovered, indicating the tools' dependability. While frequencies and percentages were employed to assess quantitative data, thematic analysis was applied to qualitative data. The Statistical Package for Social Sciences (SPSS) was used to make the chi-square test available for testing the hypotheses. The study found a strong correlation between the use of the PE curriculum and the status of PE teachers (p = 0.002<0.05). The study also found a significant correlation (p= 0.000<0.05) between the application of the PE curriculum and the training of PE teachers. Additionally, the findings showed a strong correlation (p=0.001<0.05) between PE curriculum implementation and PE teaching facilities. Finally, the findings showed a significant correlation (p=0.001<0.05) between the workload of PE teachers and the implementation of the PE curriculum in public secondary schools in Bomet County. The study concluded that the status of PE instructors, their training, their workload, and availability of instructional facilities affect how the PE curriculum is taught in public secondary schools in Bomet County. The study recommended that the Ministry of Education should provide schools with enough funding to enable the principals to set up suitable PE facilities and buy enough cutting-edge equipment to assist the PE teachers in efficiently implementing the PE curriculum. Additionally, the Teachers' Service Commission (TSC) ought to hire and place more qualified PE teachers in these schools, as well as give teachers onthe-job training on how to apply the PE curriculum. By reducing workload and providing instructors with current information and expertise in physical education, this will improve efficient implementation of the PE curriculum in schools
Description
A research thesis submitted in partial fulfillment of the requirements for the award of the degree of Masters of education (curriculum development) in the School Of Education and Lifelong Learning of Kenyatta University, June 2024
Supervisor:
Dr. Charity Limboro