Institutional Factors Influencing Implementation of Physical Education Curriculum in Public Secondary Schools in Kisumu Central Sub-county, Kenya

Abstract

Physical Education (PE) is a vital component of the school curriculum that fosters the acquisition of skills and promotes physical and mental development via active play and movement exploration, with the aim of enhancing overall well-being and fitness. This study aimed to examine the institutional elements that impact the implementation of the physical education curriculum in secondary schools in Kisumu Central Sub County, Kenya. The study aimed to ascertain the impact of financial allocations, equipment and facilities availability, instructional supervision, and time allocation on the PE Curriculum. The study examined relevant material from several scholarly sources, guided by the study's aims. The study utilized a descriptive survey approach. Kisumu Central Sub-County comprised 13 public secondary schools, accommodating a student body of 9697 and employing 343 instructors. The target population of this study consisted of all 13 public schools. The researcher selected a sample of 13 principals and 52 Physical Education instructors to take part in the study. The researchers employed purposive sampling to identify the particular teachers responsible for physical education and co-curricular activities at the school. Three tools were employed to gather qualitative and quantitative data: a key informant interview guide (KII), focus group discussions (FGDs), and a questionnaire. Piloting was conducted to ascertain the validity and reliability of the instruments. Validity was determined by the use of expert judgement, while reliability was assessed using the test-retest technique. The data was subjected to both qualitative and quantitative analysis. The data achieved a response rate of 98.07%. The study's findings on financial allocation indicated that insufficient money were assigned to physical education (PE) activities, resulting in a hindered implementation of its curriculum. In addition, the results reveal that the majority of schools did not possess sufficient indoor and outdoor facilities and equipment to effectively administer the physical education curriculum. Regarding instructional oversight, the investigation uncovered a deficiency in the number of qualified physical education (PE) instructors available to conduct all PE classes. Additionally, teachers are not present during PE lessons, fail to develop lesson plans, and the Head teacher/HoDs or Head of curriculum do not properly monitor the implementation of PE curriculum. Finally, the survey found that the majority of respondents believed that the time allotted for physical education (PE) was insufficient. Specifically, they felt that the forty-minute duration was inadequate for PE teachers to engage in meaningful activities. To optimize the implementation of the physical education curriculum, it is imperative for policymakers and school administrators to prioritize these characteristics and engage in joint efforts to establish a conducive environment that fosters the physical well-being of kids. This study proposed recommendations for the allocation of sufficient resources, availability of equipment and facilities, supervision by management for the executi