Influence of Teacher’s Preparedness on Implementation of Language Activities in Competency Based Curriculum in Public Primary Schools in Homabay County, Kenya
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Date
2024-03
Authors
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Publisher
Kenyatta University
Abstract
Teacher preparedness encompasses giving relevant curriculum skills, knowledge,
values and attitudes to help them implement a program. Through teacher
preparation, the teachers are given relevant professional development on how to
deliver content, capacity to integrate Information and Communication Technology,
usage of learner centered approaches and how to carry out assessment. The
purpose of the study was to establish influence of teachers’ preparedness on the
implementation of language activities. The study was guided by four objectives:
To determine the influence of teacher professional development on the
implementation of language activities in competency based curriculum, to establish
the influence of ICT integration capacity of teachers on the implementation of
language activities, to assess the influence of Inquiry-based learning approach on
the implementation of language and to determine the influence of professional
documents on the implementation of language activities. The study was premised
on constructivism theory whose proponent is Vygotsky. The study adopted
explanatory mixed-method design. The target population consisted of 81 head
teachers, 1115 teachers, 4 Curriculum Support Officers. Stratified sampling was
used to divide teachers into grades they teach, simple random sampling was
applied to select teachers from each strata, and purposive sampling was used to
select the head teachers and curriculum support officers. The Sample size of the
study was 245 which was 20.42% of the target population comprising of 20 head
teachers, 223 teachers, 2 Curriculum Support officers. Questionnaires were used on
teachers, Interview schedule were used on head teachers, curriculum support
officers and observation checklist was used on schools. 4 primary schools were
used to pilot in Kasipul sub –county, where 4 head teachers and 8 teachers
participated. Expert judgement was done by specialists and experts in curriculum
to determine content validity. Reliability of the instruments was achieved through
test-retest and established the internal consistence at 0.94 which proved existence
of a high instrument reliability. Qualitative data were analyzed thematically and
presented in narrative form. Quantitative data were coded and analyzed using
SPSS version 27 to generate frequencies and percentages. Inferential data analysis
was done using linear regression to determine the influence of predictors on
implementation of language activities. The study found that teacher preparedness
had a 26.1% variation to explain and predict implementation of language activities
while majority of teachers were not satisfied with the level of preparedness to
implement the curriculum. The study concluded that curriculum implementation
by teachers suffered a major setback due to little teacher professional development,
inadequate capacity to integrate ICT, majority of learners share ideas when using
inquiry based learning and significant number of teachers do not achieve targeted
outcomes when using professional documents such as lesson plans. The findings of
the study may inform the education stakeholders such as the Ministry of Education
to come up with content training programs and policies that assist in curriculum implementation.
Description
A Research Thesis Submitted in Partial Fulfillment of the Requirement for the Award of Master of Education Degree (Curriculum Studies) in the School of Education and Lifelong Learning of Kenyatta University March, 2024
Supervisors:
1. Samson Ikinya Kariuki
2. Hellen Kiende Guantai