https://kerd.ku.ac.ke/handle/123456789/55 Thu, 01 Oct 2026 23:59:48 GMT 2026-10-01T23:59:48Z https://kerd.ku.ac.ke/handle/123456789/1584 Administrative Support Provided to Teachers during Implementation of Early Childhood Development and Education Curriculum Kimosop, Hellen Early childhood is the foundation of primary education and beyond, it is with this concern that proper implementation of the ECDE curriculum has to take place through provision of adequate and necessary support to pre-school teachers. This study investigated the administrative support that was provided to schools during the implementation of early childhood development education curriculum in Baringo North Sub County, Kenya. This study was guided by Gross et al theory on curriculum implementation which asserts that for any successful implementation, suitable conditions must be fulfilled such as administrative support. The study used descriptive research design. The study used selected schools in Baringo North Sub County, which had 120 pre-schools, 160 pre-school teachers, 120 head teachers and 5 DICECE officers. Results showed that head teachers played a major role in the implementation in purchasing some of the required resources, through initiating the parents to support the teachers though it was found that they were not adequate at the time of the study. The head teachers and DICECE officer claimed that they never received adequate support from the Ministry of Education, Science and Technology to assist in the implementation of the ECDE curriculum. The paper recommends that for effective implementation of the curriculum, top administrative support should be provided to teachers to enhance effective curriculum implementation. An Article Published in European Journal of Education Studies Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1584 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1581 Minority-World Preservice Teachers’ Understanding Of Contextually Appropriate Practice While Working In Majority-World Early Childhood Contexts Akpovoa, Samara Madrid; Ngangab, Lydiah; Acharyac, Diptee International field experiences in Kenya and Nepal supplied data for two collaborative ethnographic research projects that analyze, using the concept of contextually appropriate practice (CAP), how minority-world early childhood preservice teachers define “quality” practices. The term minorityworld is used for educators who come from wealthier regions of the globe, which constitutes a small percentage of the world population, such as the United States, Canada, Australia, and Europe. The term majority-world has replaced the term third world, as this term constructs a discourse about third-world countries being less developed. Fifteen preservice teachers from a predominantly White university in the United States served as the participants. Two Kenyan and Nepali teachers also participated to gain an emic perspective of quality practices from local community members. Data were collected through participation observation by the researchers, written ethnographic field notes, individual interviews, group discussions, and reflective journals. CAP was used to inform the data collection and analyze in two ways. First, it was used to guide the questions during the interviews and discussion groups. Second, the tenets of CAP were used to determine themes when coding the data. The findings reveal that U.S. preservice teachers are most likely to exert a “privileged position” by assuming that quality in Kenya and Nepal could be “fixed” by adopting Euro-Western policies and pedagogies, which perpetuates neo-colonialism in the education sector. The history of marginalization, coupled with Euro-Western influences and domination, silenced and oppressed local forms of educating young children in Kenya and Nepal. It is critical to provide preservice teachers with opportunities to expand their views of quality, especially in collaboration with adults from the local teaching community, so that they can provide feedback and mentoring about contextually appropriate practices for majority-world children. An Article Published in Journal of Research in Childhood Education Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1581 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1459 Determinants of Preschool Teachers’ Attitudes towards Teaching Kinuthia, Florence; Kombo, Donald; Mweru, Maureen This study sought to investigate determinants of pre-school teachers’ attitudes towards teaching in Thika Municipality, Kenya. The concern to stakeholders was the negative attitudes of the pre-school teachers towards teaching. Such a concern called for investigation. To accomplish this task, a descriptive survey design and Ex-post facto design were used. A total of 53 pre-school teachers and 12 administrators participated in the study. A simple random technique and purposive sampling were employed to identify study samples. In addition, questionnaires and interviews were used to collect data. The statistical procedures were carried out using the statistical package for social sciences (SPSS). Qualitative and quantitative techniques were employed in order to analyse the obtained data. The study revealed there were still low levels of training among pre-school teachers, teachers with few years of teaching experience were the ones involved in teaching in the pre-schools and teachers in public pre-schools were more positive towards their job than their colleagues in private schools. Among the recommendations were that pre-school teachers work under the Ministry of Education and an attempt be made to improve the retention level of teachers. Administrators should also work on modalities of motivating their teachers. An Article Published in Africa International Journal of Teacher Education Tue, 01 Jan 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1459 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1413 Life Skills Education in Kenya: An Assessment of the Level of Preparedness of Teachers and School Managers in Implementing Life Skills Education in Trans- Nzoia District, Kenya Abobo, Francis; Orodho, John Aluko Though Life Skills Education (LSE) has been made a compulsory component of basic education by the Ministry of Education in Kenya, effective teaching is hampered by several factors. The purpose of this study was to investigate the level of preparedness by teachers and school managers in implementing the Life Skills Education in secondary schools in Trans-Nzoia West District. To achieve this purpose, the study was guided by three fold objectives, namely) to determine teachers’ training on LSE, ii) find out teachers’ and students attitudes towards implementation of LSE in secondary schools, and iii) to establish the level of availability and adequacy of teaching/learning resources for implementing LSE in secondary schools. A descriptive survey design was used for the study. From the target population of 1800 students, 150 teachers and 37 principals in 37 public secondary schools in the district, stratified random sampling technique was adopted to draw 15 principals, 30 teachers and 180 students yielding 225 subjects. Questionnaires were used to collect data from teachers and students while interview schedules were used to collect data from the principals. Quantitative data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS) while qualitative data from interviews were analyzed thematically. The main findings were that: most teachers had not been trained on Life Skills Education hence indicating low level of preparedness by teachers. It was established that while teachers had negative attitude towards teaching of LSE, students portrayed a positive attitude towards learning of LSE. Regarding the level of availability and adequacy of teaching and learning resources, the study found that although the critical teaching/learning resources were available, they were grossly inadequate in most secondary schools studied. It was concluded that the level of preparedness by teachers and school managers was fairly low and this hampered effective implementation of the educational component in schools visited. It was recommended that teachers should be trained on Life Skills and appropriate instructional resources put in place to facilitate effective implementation of life skills not in the study locale, but also in other schools in the county with similar experiences. An Article Published in IOSR Journal Of Humanities And Social Science (IOSR-JHSS Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1413 2014-01-01T00:00:00Z