https://kerd.ku.ac.ke/handle/123456789/80 2026-08-01T03:47:13Z https://kerd.ku.ac.ke/handle/123456789/1559 Teacher Related Factors Influencing the Implementation of Physical Education in Public Primary Schools in Manga Sub County, Kenya. Migosi, Zipporah Nyaboke Physical Education (PE) is an integral part of the school curriculum in Kenya. It enhances the physical, intellectual and social development of the learner. However, concerns have been raised on the effective implementation of PE in schools. The purpose of this study was to establish teacher related factors influencing the implementation of Physical Education in public primary schools in Manga Sub County, Kenya. The objectives of the study were to: establish teachers’ preparedness for the implementation of PE, find out the perceptions of teachers towards PE and to determine teachers’ use of teaching and learning resources for the implementation of PE. The study was guided by the General Systems Theory. The study adopted a descriptive survey research design. Simple random sampling and purposive sampling techniques were used to sample respondents for the study. The study sample constituted of: 19 headteachers, 155 teachers and 4 Zonal Quality Assurance and Standards Officers (ZQASOs) in Manga Sub County. The instruments used for data collection included; questionnaires, an interview schedule and observation checklist. The research instruments were piloted in 2 public primary schools from Manga Sub County. The 2 schools were not included in the main study. Content validity was enhanced by ensuring adequate and appropriate items in the instruments were relevant to the research objectives. The test-retest method was used to test the reliability of the questionnaire and Pearson’s product moment formula was used to compute the correlation coefficient. A correlation coefficient of 0.75 was obtained. Data was analyzed through descriptive statistics that included frequencies and percentages. Statistical Package for Social Sciences (SPSS) software was used to analyze the data. The results were presented using tables and figures. The study found out that the implementation of PE in primary schools was not effective. Majority of the teachers do not teach PE lessons and they also lack in service training hence the level of their preparedness for the implementation of PE in schools is low. Teachers had positive perceptions towards PE but little effort is put to enhance its implementation in schools. The findings of the study also indicated that schools lacked adequate facilities and equipment for PE. However, majority of the teachers never made use of the available PE resources that could facilitate the implementation process. Based on these findings, this study recommended that the Ministry of Education in conjunction with Kenya Institute of Curriculum Development (KICD) should organize refresher courses for all teachers in primary schools on the implementation of PE. It is hoped that the findings and recommendations of the study will be useful in filling the gaps in the implementation of PE and also provide insights that curriculum implementers can incorporate to ensure effective implementation of PE in schools. A PhD Thesis submitted to Maasai Mara University 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1499 A Qualitative Case Study of Novice Kenyan Primary School Teachers: What Messages Transmitted by the Teacher Training Colleges are Internalized and Applied? Kranz, Carol A. The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at the University of Central Florida Orlando, Florida 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1469 An Insight into Teacher Education Program in Kenya before the Devolved Government Structure Mosiori, Cliff Orori Who is a teacher in Kenya? What is it like being a teacher in Kenya and what about the history of Teacher Education in Kenya? Teacher and Teacher Education in Kenya forms a very important an essential component of the Kenyan education system. It clearly accounts for the current and future face of the Kenyan child and to sum it all, it influences all aspects of Kenya education, Kenyan developments in morality and even beyond. Just like many countries in Africa, Kenya is a country with diverse ethnicity and ethnic setups with many tribes living with different social cultural upbringing and beliefs and indoctrinations. In Kenya, the teacher and Teacher Education is more often than not influenced by many social, ethnical, political, economic and level technological developments depending on the level of exposure of a particular ethnic group or tribe to the western ideologies and as per what the Kenyan society has undergone. In this paper, I examine and report the emerging issues of Teacher Education in Kenya as influenced by ethnic diversity in relation to the western technological developments. A report on its implications is therefore made here on emerging issues to education, teacher and teacher related developments in this Kenya This is a presentation made during a seminar held at Nakuru Elite Educational Center and presented during a primary school teachers two day seminar in may 2013 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1280 Teacher Education in Values Education in Kenya: Insights from Socrates and Dewey Musungu, Johnstone B.; Simwa, Kefa L.; Chang’ach, John K. Various policy documents indicate that the Government of Kenya’s official position is that pedagogy of values education does not differ fundamentally from that of other subjects. This paper interrogates the assumption through the lens of Socrates’ deliberations on virtue and its aspects, values, as well as Dewey’s concept of appreciation. The paper submits that teacher education in values education differs significantly from that of other subjects. Close reference is made to the secondary school Life Skills Education (LSE) course because it is currently a value-based programme in the country. The inquiry outlines key competencies prospective teachers of values education ought to acquire in order to effectively implement the course. They should acquire both first-order and second- order subject matter proficiency, as well as competence in values education pedagogy. Besides acquisition of these competencies, they should display appropriate personal and professional dispositions. Individuals who have been prepared to teach other subjects lack these competencies and dispositions that are prerequisite for effective practice of values education. The deliberations in the paper should inform teacher education reforms anticipated by the Kenya Institute of Curriculum Development. An article African Research Journal of Education and Social Sciences 2018-01-01T00:00:00Z