Evaluation of primary teacher education certificate holders (p1) with B. ED degrees’ classroom teaching in Meru Central District, meru County-Kenya

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dc.contributor.authorGikunda, Faith Kagwiria
dc.date.accessioned2015-01-20T08:46:25Z
dc.date.available2015-01-20T08:46:25Z
dc.date.issued2014
dc.descriptionMST-Department of Educational Management Policy & Curriculum Studies, 60p. June 2014.en_US
dc.description.abstractProvision of quality basic education has been at the centre of international education and development commitments such as Education for All (EFA) and Millennium Development Goals (MDGs). Nations across the world have significantly increased investment in basic education as witnessed through provision of Free Primary Education (FPE) in many developing nations. Consequently, there has been an increase in access to education. However, the increased enrolment has posed a number of challenges among them the quality of the education provided. To address this many studies especially in the western countries have noted a positive relationship between higher teacher qualifications and improved quality of education. This has seen many universities open up doors for both teacher trainees and those teachers already in the service to upgrade their qualifications. In Kenya, studies on Bachelor of Education (B. Ed) have focused on how such teachers are able to transform learning at these levels. Little attention has been paid on their actual role(s) to implementation of the primary school curriculum. This study sought to analyze the role of B. Ed teachers in the implementation of primary school curriculum. The study was carried out in Meru Central District of Meru County-Kenya, targeting the head teachers, heads of departments and teachers with Bachelor of Education qualifications. The study adopted a descriptive survey design. The main instruments for data collection were questionnaires and interview schedules. Quantitative data captured by the questionnaires was organized by the help of Statistical Package for Social Sciences programme. On the other hand qualitative data was transcribed, coded and analyzed thematically. The study established that teachers were well trained and there existed further training opportunities for teachers to enhance and promote acquisition of new and relevant knowledge. The study did establish that head teachers had a negative attitude towards B. Ed teachers. The study also established that B. Ed teachers used teacher‘s notes and Q/A assignments and discussions in teaching and considered these methodologies to be effective in primary school curriculum implementation. The study also established that teachers devised better teaching strategies with enhanced learning and were always up to date with their lesson plans, SOW and ROW which was crucial in implementation of primary school curriculum. Inadequate remuneration, unfavorable working conditions and too much workload were cited as the most serious challenges that B.Ed teachers faced in their teaching career in primary school which affected the implementation of primary school curriculum. The government should form a commission to oversee and audit the activities and performance of all school teachers and engage them in regular trainings to impart into them relevant skills and knowledge which would improve schools performance. It is also recommended that head teachers should be encouraged to develop a positive attitude towards B.Ed teachers. The researcher suggests that future research should focus on the identification of specific teacher attributes or practices that enhance learner achievement in the classroom.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/11986
dc.language.isoenen_US
dc.titleEvaluation of primary teacher education certificate holders (p1) with B. ED degrees’ classroom teaching in Meru Central District, meru County-Kenyaen_US
dc.typeThesisen_US
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