School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County(The Strategic Journal of Business & Change Management, 2018-09-26) Nyale, Mary Nguya; Mwawasi, Benjamin Mwandoe; Muli, SamuelThe objectives of this study were; to establish the effect of teacher attitudes and teacher preparedness on the implementation of early literacy in lower primary public schools in Mvita Sub County, Mombasa Kenya. The target population in this research was 124 lower primary teachers in all Twenty-five (25) public primary schools in Mvita sub-county. The lower primary teachers were the respondents for the study because they were the perfect choice to answer the questions that arose from the study objectives due to the information they held on the implementation of Tusome Program. The study used census method where by all the 124 respondents were used for the study. The study used both open ended and closed-ended questions. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 for the purpose of validity and reliability. The findings of this study may assist teachers and head teachers in identifying areas which need improvement in the implementation of Tusome Program. The findings would also benefit learners as service delivery would be improved. This study would provide a source of knowledge to the curriculum developers and implementers on teacher factors influencing implementation of new education curriculum. The study would also be of a great importance to other scholars who carry out related studies hence use information in this study as an empirical review in their studies. The study concluded that Teacher attitude and teacher preparedness influence the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The regression analysis also confirmed that there was a significant relationship between implementation of Tusome Program and independent variables teacher attitude and teacher preparedness. The study recommended that lower primary school teachers should be allocated adequate time to enable them cover the syllabus and should also have enough time to check and mark students work.Item Teacher Factors Influencing the Implementation of Curriculum Learning Outcomes in Public Primary Schools in Ndavaya Zone, Kwale County, Kenya(Journal of Popular Education in Africa, 2020-07) Mwashashu, Ronaldah Chari Mwashashu; Muli, Samuel; Mwawasi, Benjamin MwandoeThe purpose of this study was, to investigate the teacher factors influencing the implementation of curriculum learning outcomes in public primary schools in Ndavaya Zone, Kwale County, Kenya. It was guided by the following objective; identify the influence of working conditions of teachers in the implementation of the curriculum learning outcomes, in public primary schools in Ndavaya zone, Kwale County. The research study was guided by the hierarchy of needs theory by Abraham Maslow. It adopted a descriptive survey 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 primary schools. This was to ensure validity in the study, and reliability of the research instruments. The Data collected was analyzed using descriptive and inferential statistics. Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities and participants did not write their names on the questionnaires. Concerning the school environment, enrolment and staffing, 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 finding shows that, 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 be distributed fairly, schools should seek for donor aids to acquire more books, and teachers should improvise teaching and learning aids. Parents in the zone to be sensitized to buy books for their children. The researcher recommended further studies to be conducted on; the influence of teaching and learning resources on implementation of curriculum learning outcomes in public primary schools in Kenya. In conclusion, there is a challenge in library lessons in the zone, majority of the respondents stating that there are no library lessons conducted in the zone. Lack of library sessions hinders teachers’ implementation of the curriculum learning outcomes in the zone due to shortage of resources like books. The zone is also facing a shortage of teaching and learning materials like textbooks in schools. Such facilities are key in enhancing the implementation of curriculum learning outcomes.