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| Format: | Recurso digital |
| Language: | English |
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2025
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| Online Access: | https://doi.org/10.5281/zenodo.14584582 |
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| author | Mary, Muhando Enose M.W., Simatwa Lilian C., Kimaiyo |
| author_facet | Mary, Muhando Enose M.W., Simatwa Lilian C., Kimaiyo |
| contents | <h4>Abstract :</h4> <p>Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value addition to their academic qualifications. In the implementation of History and Government curriculum as a subject of study at secondary school level, the teachers academic qualification helps the teacher to comprehend the objectives of the curriculum, adapting History and Government content, delivery, assessment of learning among learners and providing feedback to curriculum developers for improvement. All these activities and engagements are reflected in learners’ performance. Therefore learners’ performance in summative evaluation – Kenya Certificate of Secondary Education examinations is used conventionally to measure the extent to which teachers’ academic qualification influences the implementation of curriculum. <strong> </strong>The objective of the study was to determine the influence of teachers’ academic qualifications on the implementation of History and Government curriculum in Secondary schools. A conceptual framework postulating the influence of the independent variables on the implementation of History and Government Curriculum was used to focus on the objective of the study. The findings revealed that academic qualification of a teacher accounted for 2.8% of the variation in the Kenya Certificate of Secondary Education examinations of History and Government mean score. However the influence was not statistically significant because the p-value was 0.115 greater than the set p-value of 0.05. The findings of this study are significant to the practicing History and Government teachers and principals of secondary schools in developing strategies and methods of effective implementation of History and Government curriculum.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14584582 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Influence of Teachers' Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County Mary, Muhando Enose M.W., Simatwa Lilian C., Kimaiyo Emuhaya Sub County, History and Government Curriculum, Implementation, Influence, Kenya: Secondary Schools, Teachers' Academic Qualifications. <h4>Abstract :</h4> <p>Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value addition to their academic qualifications. In the implementation of History and Government curriculum as a subject of study at secondary school level, the teachers academic qualification helps the teacher to comprehend the objectives of the curriculum, adapting History and Government content, delivery, assessment of learning among learners and providing feedback to curriculum developers for improvement. All these activities and engagements are reflected in learners’ performance. Therefore learners’ performance in summative evaluation – Kenya Certificate of Secondary Education examinations is used conventionally to measure the extent to which teachers’ academic qualification influences the implementation of curriculum. <strong> </strong>The objective of the study was to determine the influence of teachers’ academic qualifications on the implementation of History and Government curriculum in Secondary schools. A conceptual framework postulating the influence of the independent variables on the implementation of History and Government Curriculum was used to focus on the objective of the study. The findings revealed that academic qualification of a teacher accounted for 2.8% of the variation in the Kenya Certificate of Secondary Education examinations of History and Government mean score. However the influence was not statistically significant because the p-value was 0.115 greater than the set p-value of 0.05. The findings of this study are significant to the practicing History and Government teachers and principals of secondary schools in developing strategies and methods of effective implementation of History and Government curriculum.</p> |
| title | Influence of Teachers' Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County |
| topic | Emuhaya Sub County, History and Government Curriculum, Implementation, Influence, Kenya: Secondary Schools, Teachers' Academic Qualifications. |
| url | https://doi.org/10.5281/zenodo.14584582 |