Determinants of curriculum implementation in pre-schools in Matiliku Division, Makueni County, Kenya

Abstract

The study explored the determinants of curriculum implementation in preschools in Matiliku Division of Makueni County. The objectives included: determination of the teachers' qualification and other characteristics, establishment of availability of teaching and learning resources, identification of the teaching methods used by the teachers, inquiry into instructional supervision and support and the role of language of instruction in curriculum implementation.

The descriptive survey design was used. Questionnaires were administered to the preschool teachers, while interview schedules were used to collect data from the education officers. Observation and document analysis were used to give relevant information. Data collected was analyzed using descriptive statistics such as frequency distribution and percentages and discussion of themes.

The results were presented in tables, pie charts, graphs and narration. It was revealed that there was serious shortage of teaching and learning resources and teachers were not formally supervised and monitored by the administrators. Lack of refresher courses was also cited as a factor contributing to otherwise low standards of preschool curriculum implementation. The government should fully support pre schools by provision of teaching and learning resources.