Teacher related factors affecting implementation of integrated english curriculum in public secondary schools in Ekerenyo division Nyamira County, Kenya

Abstract

The purpose of the study was to establish the effects of teacher related factors on implementation of IEC in public secondary schools in Ekerenyo Division. The objectives of the study included; determining extent to which teaching experience and age, academic and professional qualifications, teaching styles used by teachers, and how English teachers’ attitude affect towards implementing of integrated English curriculum. The study was guided by the Rand change Agent Theory of curriculum implementation Berman & Mclaughlin (1978). To achieve the above objectives the study adopted a descriptive survey design to target a population of 10 head teachers 10 HoDs and 29 English language teachers who were sort using purposive sampling for the study in Ekerenyo division. Content validity was enhanced by ensuring adequate and appropriate items in the instruments were relevant to the research objectives. Reliability was assessed through the results of piloting, which was done using test-retest technique. The sample size comprised of a total of 49 respondents. Data were collected using questionnaire and interview schedule and 100 per cent instrument return rate was realized. The study revealed that majority of English teachers would appreciate if integrated English could be incorporated in their pre-service training while at the same time ore in-service programs extended to those already in service. The researcher also noted that there were adequate English teachers in the Division with the required academic and professional qualifications to handle the integration although attitude among the teachers needs to be addressed adequately for better KCSE results. From the findings the study concluded that; for effective implementation of Integrated English teachers’ teaching experience, academic qualifications, professional qualification, attitude of teachers’ of English towards implementation of IEC and teaching styles used by teachers of integrated English should be adhered to by all teachers as they influence learners performance in English which is a core subject. However, in service training has been organized although majority of the teachers still find a challenge in implementing IEC. The study therefore recommended that more training together with involvement of teachers in development of new curriculum and set books. The study also recommended that further research be done involving the students to capture their view while at the same time similar work in other selected areas across the country for a broader view are recommendations on IEC.