Teachers' perceptions towards implementation of christian religious education curriculum in Secondary schools in Murang' a South district, Central province, Kenya

Abstract

The purpose of this study was to investigate teachers' perceptions towards the implementation of Christian Religious Education (CRE) curriculum in public secondary schools in Murang'a South district. To achieve this, five research objectives were formulated. These objectives were firstly, to establish teachers' perceptions towards the implementation of CRE curriculum. Secondly, to determine teachers' preparedness to effectively implement the CRE curriculum. Thirdly, to establish the adequacy of in-service programmes undertaken by CRE teachers' and their impact on the implementation of CRE curriculum. Fourthly to establish teachers' workload in relation to the implementation of CRE curriculum and lastly, to determine the adequacy of teaching-learning resources used in the implementation of CRE curriculum. Tile study adopted the descriptive survey design and involved all the 20 head teachers, 20 heads of department and 30 CRE teachers in Murang'a South district. Questionnaires were used to solicit information from head teachers and CRE teachers. An interview schedule was used to interview heads of department. Jt was established that majority of CRE teachers in Muranga South district possessed professional qualifications necessary to implement the CRE curriculum. They were also found to have accumulated immense teaching experience. The study established that CRE teachers held positive perceptions towards CRE. It was established that CRE teachers had huge workloads and this affected curriculum implementation. It was established that teaching-learning resources available In schools Ior the implementation ofCRE curriculum were inadequate. CRE teachers were found not to have attended in-service programmes and this affected their preparedness to effectively implement the revised CRE curriculum. Shortage of CRE teachers was also evident. In view of the above findings, it was recommended that there should be more in-service programmes for CRE teachers. It was also recommended that the MoEST sbould seek ways of retaining the experienced teache~'s and also employ new teachers to alleviate the problem of shortage of teachers. It was suggested that further research shou ld be conducted i11 private schools, cities and municipalities. A similar study on students' perceptions is also recommended. This is because the study excluded private schools, students' perceptions and also urban schools.