Teachers’ Competence in Integrating Emerging Issues in Curriculum Implementation in Secondary Schools in North Rift Region of Kenya

Mary Boit

 Abstract

Provision of quality education and relevant training to all Kenyans is crucial for achieving national development agenda. Teacher competence is very crucial in the achievement of quality of education. The purpose of this study was to investigate teacher competence in integrating emerging issues which include HIV/AIDs education, drug and substance abuse, disaster preparedness and peace education, in teaching in secondary schools in the North Rift region of Kenya. This study was important since it highlighted the areas of weakness in teacher education and gave recommendations on what needs to be done to ensure that education will liberate, empower and respond to societal needs. The study used descriptive survey design where perceptions from secondary school principals, teachers and County Quality Assurance and Standards officers were analyzed. The study was a mixed methods research. The sample size was 357 teachers from 48 schools, 48 principals and six County Quality Assurance and Standards Officers (CQASO). Simple random sampling, purposive and stratified sampling was done to select the schools, Principals, CQASOs and teachers respectively. Data was collected using structured questionnaires, observation checklist and semi-structured interview schedules. Data was analyzed using descriptive statistics. The findings of the study revealed that majority of teachers did not integrate emerging issues which include HIV/AIDs education, drug and substance abuse, disaster preparedness, and peace education. It was concluded that a significant number of teachers were not competent enough to integrate emerging issues in the secondary school curriculum. The study recommended; revision of teacher education curriculum; teacher education programs to be engaged with schools and continuous professional development for teachers to facilitate effective integration of emerging issues.

 

Keywords: Teacher competence, emerging issues and curriculum implementation.

Contact Author: Mary Boit

 

 

To cite this article: Boit, M. (2020). Teachers’ Competence in Integrating Emerging Issues in Curriculum Implementation in Secondary Schools in North Rift Region of Kenya, Journal of African Studies in Educational Management and Leadership  Vol: 13, p20-39

 

Description: http://www.kaeam.or.ke/images/kaeam/pdf2.jpg Full Version

 

 

Available online: December 2020
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2020 Kenya Association of Educational Administration and Management.  ALL RIGHTS RESERVED