International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186

Teachers challenge of physical facilities on curriculum implementation in public day secondary schools in Hamisi Sub-County, Kenya

Mr. Maluha Dennis Ndori
Ishiru Secondary School, Kaimosi, Kenya

Abstract: The main objective of this study was to investigate teachers’ challenge of physical facilities on curriculum implementation in day secondary schools in Hamisi Sub County, Kenya. The study adopted descriptive research design and the systems theory (Ludwing Von Bertalanffy, 1968). The study had a sample of 12 principals and 108 teachers selected through stratified random sampling and simple random sampling techniques. The instruments used to collect data were questionnaire, interview and observation guides. The study tested for face and content validity. Test-retest technique enhanced instruments reliability. A pilot study was conducted IN TWO schools. Descriptive data was analysed in form of frequencies, percentages, mean and standard deviation and presented in pie charts and tables. The inferential statistics t-test was used to test relationship of variables at 0.05 significant levels. The qualitative data was analysed in form of narratives and excerpts form. The findings established that most teachers in in day secondary schools in Hamisi Sub County had a challenge of inadequate physical facilities that limited effective curriculum implementation. The study recommended that the government should increase secondary school capitation and provide adequate physical facilities aimed at improving teacher efficiency during teaching and learning process and also ensure promote female gender in school leadership position.

Key Words: Principals, teachers, secondary school curriculum, implementation, challenges, physical facilities

I. INTRODUCTION

The secondary school curriculum is an integral part for national social and economic development. It is considered as an economic, political and social growth of any nation (World Bank, 2005; Selina, 2012). According to Torado (2004) nations that do not invest in the expansion of her peoples’ skills and knowledge and ensure full potential for their social and economic development is doomed to offer nothing to its citizens. In Kenya, students’ grade achievement at the end of secondary examination performance determines students higher institutional of learning and future career choice. To achieve this, teachers play pivotal role in determining students’ performance. The challenge of accessibility and efficacy of physical facilities and equipment has a negative influence on teacher efficiency in methodological dispensation and a focal point on students’ performance (Orodho, Waweru, Ndichu & Nthinguri, 2013).