RELATIONSHIP BETWEEN TEACHERS’ FACTORS AND LEVEL OF CURRICULUM IMPLEMENTATION IN NON-FORMAL EDUCATION INSTITUTIONS IN NAIROBI COUNTY, KENYA

Ngunju Magdalene Nyambura, Alexander Ronoh, Kimani Mwaura

Abstract


Effective curriculum implementation depends on internal institutional factors. This study aimed to assess the relationship between teachers’ factors on the level of curriculum implementation in non-formal education institutions. This study employed Knowles’s theory of andragogy. The study used a descriptive research design. The target population in this study comprised 178 learning institutions, 2,200 youths and adults, 90 teachers and 120 managers/heads of non-formal education institutions in Nairobi County. The sample size for the study was 327 learners and 90 instructors/teachers. Sixteen managers were included as key informants for the study. The study adopted a questionnaire for learners and teachers/instructors and an interview schedule for managers. An observation schedule was used to check on the facilities in the non-formal education institutions. The study conducted a pilot study to pre-test the research instruments to ascertain their reliability and validity. The relationship between the dependent and independent variables was tested using the Chi-Square test for independence. On the relationship between teacher factors and curriculum implementation, the findings show that training/qualification of teachers (X_(df=6)^2=16.188; p-value=0.013), number of teachers (X_(df=6)^2=32.303; p-value<0.0001), teachers’ ability (X_(df=6)^2=20.471; p-value=0.002), interaction at classroom level (X_(df=6)^2=23.789; p-value=0.001), teachers’ attitude (X_(df=8)^2=75.653; p-value<0.0001) and turnover of teachers (X_(df=8)^2=53.050; p-value<0.0001) have a significant relationship with curriculum implementation. The study recommends that the Ministry of Education and relevant stakeholders should establish targeted training and professional development programs for teachers in NFE institutions, with emphasis on pedagogical methods suitable for out-of-school learners.

 

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teachers’ factors, curriculum implementation, non-formal education, institutions

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6362

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