Teacher Factors Influencing implementation of English carriculum in Public Secondary Schools in Kakamega North Sub-county, Kenya

Abstract

English is a universal language and an instructional tool providing students with listening, speaking, reading and writing skills, for meaningful and fulfilling lives. The performance of English as a subject among learners in public secondary schools in Kakamega North Sub-County had declined despite the concerted efforts of the government investing in ICT and teacher pre-and in-service trainings envisaged for quality outcomes. The study sought to investigate teacher factors influencing implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study was guided by five objectives which assessed the influence of teacher: level of preparedness, level of ICT skills, use of discovery based teaching methods, assessment practices and attitudes on implementation of English curriculum in school. The study used descriptive research design. The target population was 3484 participants, involving 113 teachers of English, 50 principals, and 3321 form three students in 50 public secondary schools in Kakamega North Sub-County, Kenya. Simple random sampling technique was used in selecting a sample size of 44 principals, 88 teachers of English and 345 form three students from the target population, for participation in research. Data was collected using FGD for form three students, a questionnaire for teachers of English, classroom practice observation schedule, and interview guide for principals. The KCSE results for the last 5 years were also analyzed. Quantitative data was analyzed using SPSS, where frequencies, percentages, mean and standard deviations were computed whereas qualitative data was analyzed using thematic technique and presented in form of narratives and direct quotes. One-way analysis of variance (ANOVA) F-distribution was used to make the test, either to accept or reject the hypotheses at 95% (0.05: Z = 1.96) level of confidence and 50% estimate of P. A response rate of 79.5% was achieved. The findings indicate that, the study's null hypotheses stating no significant relationship between teacher factors and implementation of English curriculum, were rejected with teacher level of preparedness having [F(8,61) = 4.402, P<0.05]; teacher level of ICT skills ([F(1,58) = 4.00, P<0.05]; teacher use of discovery-based teaching methods [F(6,63) = 9.708, P<0.05]; teacher assessment practices [F(4,65) = 15.27, P<0.05); and teacher attitudes [F(2,67) = 18.73, P<0.05]. Teacher level of preparedness is ranked highly with SSW = 13752 and MSW = 225.443 compared to others, regarded as best teacher factor predictor for successful implementation of English curriculum in school. However, all the teacher factors are regarded as fundamental for an effective implementation approach in teaching of English. If English curriculum implementation was to be successful in schools, one of the most important recommendations is for all education stakeholders to work together to assist teachers in acquiring the required expertise and skills for use of ICT, discovery-based teaching methods and assessment practices, giving them confidence in teaching of English.