Teachers' perceptions towards implementation of integrated English in public secondary schools in Mwala Division, Mwala District, Kenya

Abstract

The purpose of the study was to investigate the perceptions of teachers of English towards implementation of the Integrated English Curriculum in public secondary schools in Mwala Division of Mwala District. The study was guided by the following objectives; to establish how the content and teaching methodologies of the integrated English course influence teachers' perceptions of integrated English; to examine how the availability instructional materials influences teachers' perceptions towards the integrated English; to examine how in-service training has impacted on teachers' perception of the integrated English curriculum, to determine the extent to which assessment and evaluation procedures impact on teachers' perception of integrated English, and to establish the influence of learners' experiences on teachers' perceptions of integrated English.

The study adopted a descriptive survey design. Data was collected through use of questionnaires. The study targeted all the 13 public secondary schools in Mwala Division and all the 29 teachers of English. All the 13 principals and all the 1,540 form four students in Mwala Division were part of the target population. Three sets of questionnaires were used in the study for teachers, students and headteachers. Data was analysed using SPSS Package. The following were the findings of the study: teachers of English make use of teacher centred teaching methods due to heavy work load. Most of the head teachers reported they had not acquired enough instructional materials. In-service training was inadequate. Students were satisfied with summative assessment.

The study recommends that; the Ministry of education should organize for inservice training courses which should be long enough and continuous. Teachers should make use of learner centered teaching methods. Every school should have a strong language policy with emphasis on English. The administration should provide adequate teaching and learning materials. The ministry of education officials should allocate teachers of English a reasonable workload.

Assessment and evaluation should be both summative and formative to ensure that learners' language ability is improved. The following were suggestions for further study; that the study should be replicated in other parts of the country to establish teachers' perceptions towards implementation of integrated English in public secondary schools. A study on other factors that affect implementation of integrated English curriculum in public secondary schools should be conducted.