Influences of social factors on the work context of science teachers and on the implementation of science curriculum: A case of two Kenyan high schools

Abstract

This study is a documentation of Kenyan high school science teachers' views of their work, and a re-interpretation of those views in wider social contexts. The study is based on the common perception that the 1985 educational restructuring and curriculum innovation was poorly implemented, particularly with respect to science. Researchers in Kenya have, over the years, addressed science curriculum implementation problems, but generally speaking they have not consulted with the teachers themselves. Since teachers playa major role in the implementation of curriculum, this study argues that their views should be included in the interpretation of implementation research. This study aimed at including the views of teachers in the inquiry that was conducted over a period of three months using a variety of techniques, including discussions, scheduled interviews, observations, participation in school activities, document study, and journal entries. Findings were related to four groups of issues: school program, school organizational, teaching tradition, and professional status