Factors influencing teachers in implementation of life skills education in public primary schools in Kiambu District, Kiambu County, Kenya

Abstract

The study explored the factors affecting teachers in the implementation of life skills education in public primary schools of Kiambu District, Kiambu County. It investigated the influence of exam performance on life skills education implementation as an objective. It also investigated the following objectives: the influence of gender and parents characteristics on life skills education, and also how informal education and teaching methods influenced teachers in the implementation of life skills education. This was a descriptive survey study and the sample composed of 150 teachers who were selected using simple random sampling, 40 randomly selected pupils and 15 purposively selected parents. Structured questionnaires and an interview schedule were employed in collecting the research data. This data was then coded and analyzed using frequencies and percentages.

The data was presented in tables and charts. Collected data was analyzed using descriptive method, content analysis was applied on qualitative data to establish the credibility, accuracy, consistency and usefulness of the data sought. The theoretical framework was based on social cognitive theory and psychosocial theory. According to the theory behaviour is the product of a continuous and mutual interaction between environment and personal factors. According to the theory, the primary determinant of outcomes is 'you'. The theory is based on the assumption that much of our behaviour is learned and acquired in a social context. Psycho-social theory by Erikson emphases on the emotional and social well being as well as sexual development. This research came up with a number of findings, among them are: LSE was highly influenced by performance in exams, gender, parent's characteristics, informal education and teaching methods.