Chenge Dorothy, Anne Syomwene


Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implementation of the school curriculum. This paper is a report of a study that was undertaken in the year 2014 in secondary schools in Lugari sub-county in Kenya. The purpose of this study was to investigate the roles of ICSs in the implementation of Life Skills Education (LSE). The research objectives were: To determine the frequency at which the ICSs oversaw the preparation of the professional documents by teachers of LSE; and to assess how often the ICSs undertook classroom observation on LSE lessons. The study was guided by the behavioural theory of leadership. It utilized a mixed method research methodology and a descriptive survey research design. The sample size for the study comprised of 203 respondents that included 19 Heads of Departments (HODs), 19 Principals and 165 teachers of LSE. The teachers of LSE were selected through systematic random sampling method while the Principals and HODs were purposively selected. The research instruments used were questionnaires, interview schedules and document analysis. The results of the study showed that ICSs rarely approved professional documents for LSE. Moreover, ICSs rarely conducted classrooms observation to check how LSE was being implemented by teachers in the schools. The lack of regular supervision affected the implementation of LSE in public secondary schools in Lugari sub-county in Kenya. The study recommended that ICSs should sensitize the teachers of LSE to prepare the required professional documents. They should check and approve them as required to enhance instruction in LSE. In addition, there is need for ICSs to conduct regular classroom observation for LSE lessons to ensure effective implementation of the curriculum. The findings are useful to the Ministry of Education (MOE) in Kenya to ascertain the level of supervision of LSE. It creates awareness to ICSs on how best they can supervise LSE.


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