http://repository.kemu.ac.ke/handle/123456789/60 2026-04-07T10:25:18Z http://repository.kemu.ac.ke/handle/123456789/1051 Teacher Factors in the Implementation of Curriculum Learning Outcomes in Public Primary Schools Kwale County, Kenya. Ronaldah, Chari Mwashashu Curriculum is the total encounters offered to the learners through the school’s enlightenment (Bishop, 1985). Implementation is conceptualized by Mezieobi (1983) as the steps taken to place a consented policy, idea, proposal and decision into conclusion. The main grounds for this study were to enquire about the teacher factors in the implementation of curriculum learning outcomes in public primary schools, in Ndavaya Zone, Kwale County, Kenya. It was steered by these three main objectives: to determine the extent to which qualification of teaching staff influences the curriculum implementation on learning outcomes; to establish level at which the working environment of teachers influence implementation of curriculum learning outcomes and the degree to which teachers time management factor influences the implementation of the curriculum learning outcomes. It embraced the mixed method survey research design and the targeted population was 29 public primary schools in the zone. 29 head teachers and 306 teachers. The sampled size was 20 head teachers and 60 teachers from 20 schools. Piloting of research tools was done in 5 public schools. This was to warrant validity in the study, and reliance of the research instruments. The Data collected was evaluated through the utilization of inferential and descriptive criterias.Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities. The study found out that, there is a shortage of teachers in Ndavaya zone, though qualified to implement the curriculum learning outcomes. Teachers have no challenges during lessons preparations but lacks proper time management skills in the implementation of curriculum and the instructions. The library classes are not conducted due to lack of library facilities in the zone. Schools also have inadequate teaching and learning aids.The researcher recommended that; teachers should be employed and distributed fairly, and teachers should improvise teaching and learning aids. The researcher recommended further studies to be conducted on; the influence of teaching methodology, influence of teaching and learning aids on curriculum implementation and also what factors hinders the smooth implementation of the curriculum. 2020-10-01T00:00:00Z http://repository.kemu.ac.ke/handle/123456789/776 Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County, Mombasa Nguya, Mary Nyale Quality education plays a major role in promoting economic growth, enhancing democracy and good governance. Though access to education has improved worldwide, an estimated 250 million learners of primary school age lacking basic reading, writing and numeracy skills whether in school or not. The Annual Learning Assessment (ALA) carried out in Kenya in February in 2012 by Uwezo revealed that majority of class 8 pupils could neither pass English nor Kiswahili reading tests set at class 2 level. The study analyzed teacher factors influencing the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The study objectives were; to establish the effect of teacher attitudes, teacher preparedness, qualifications and also teaching styles on the implementation of early literacy in lower primary public schools in Mvita Sub County. This research study was anchored on Capital Theory of School Effectiveness and Constructivists’ Theory. The study used descriptive survey research design. This design was appropriate for this study since it enabled the researcher to study the variables as they were without any manipulation. The target population was 124 lower public primary teachers in all Twenty five public primary schools in Mvita sub-county. The study used purposive sampling technique in determining the sample size. The study used both primary and secondary data. The main primary data collection method for the study was the questionnaire. The study used secondary data which was obtained from the sub-county education officer and ministry of education curriculum implementation reports. Pilot study was conducted among 12 (10% * 124) lower primary teachers from public primary schools in Kisauni Sub-county. The validity of the instrument was established by being given to experts, research assistants with experience and the Supervisors who approved the instrument for data collection. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 which processed accurate frequencies and percentages which was used to discuss the findings. The study concluded that Teacher preparedness, Teacher qualifications and teaching styles had a strong relationship (p<0.001) with implementation of Tusome program therefore influencing implementation of the same. Teachers’ attitude had the strongest relationship (p=0.045) with implementation of Tusome program compared to other teacher factors such as Teacher preparedness, Teacher qualifications and teaching styles. The study recommended that the Ministry of Education should closely monitor the implementation of Tusome Program by carrying out spontaneous checks on the teacher’s notes, preparation during the lessons, the syllabus they use, observe the teaching styles employed during teaching and learning process and receive teacher’s views on some of the things to be improved for the Tusome Program to be a success. The researcher suggests that subsequent studies should consider conducting a similar study in other counties so as to establish whether similar results will be achieved. 2019-09-01T00:00:00Z