| dc.description.abstract | This study was set out to investigate teachers' perceptions towards the implementation of life skills curriculum in public primary schools in Nairobi West District, Kenya. The specific objectives were to assess the relevance of life skills education (LSE), analyse teacher's perception on training LSE and identify the challenges teachers face in implementing LSE in primary schools.
The study was based on the Social Cognitive Theory. The study targeted a population of 1199 teachers and 59 head teachers from the 59 primary schools in Nairobi West District. The sample was selected through simple random sampling technique where 126 teachers and 12 headteachers were identified. Two sets of questionnaires were developed, pretested and administered and a response rate of 100% was realized. Cronbach' s alpha reliability method was used to test the reliability where a coefficient of 0.811 Q was realized and was deemed reasonable for the study.
The study found out that life skills were relevant especially in prevention of HIV/AIDS. Teaching methodologies were learner friendly but the curriculum was haphazardly implemented. Teachers did not get in-service training for the course. The study further established that LSE was taught like a co-curricular activity alongside physical education. Teachers faced challenges in implementing LSE curriculum which included inadequacy of reference materials, diversity of cultural backgrounds of the pupils, inadequate time to deliver the content and inadequate LSE resource persons.
The study recommended in-service courses for all the teachers involved in teaching LSE, recognition of LSE as a fully fledged subject was necessary thereby allocating it teaching time in the weekly time table; and awareness creation to parents and the community on the benefits of LSE. The study recommended replica of the study to the other parts of the country as an area of further research. | en_US |
