Kuria and Nyabisi
Greener Journal of Educational Research Vol. 7(6), pp. 078-086, October 2017
ISSN: 2276-7789 © 2017 Greener Journals
Manuscript Number: 090517120
An Assessment of the Effect of Teachers’ In-Service Training on the Effective Implementation of Life Skills Education in Secondary Schools in Kenya
*1Magutah Abysolom Kuria and 2Dr. Emily Nyabisi
1 Master of Education Graduate, Department of Educational Management and Curriculum studies – Mount Kenya University.
2 Lecturer, Department of Educational Management and Curriculum studies – Mount Kenya University.
The Ministry of Education in Kenya introduced the teaching of life skills education in all schools in 2008 so as to equip students with the adaptive abilities necessary for effectively dealing with the challenges of everyday life. However, issues meant to be addressed through life skills education; such as drug and substance abuse, pregnancy, suicidal attempts, truancy and strikes are still on the rise among secondary school learners. The purpose of this study was to assess the effect of teachers’ in-service training on the effective implementation of life skills education in public secondary schools in Naivasha sub-county, Kenya. The research was guided by the following research objectives: to establish how often teachers attended in-service training on the implementation of life skills education in public secondary schools and to assess the effect of teachers’ in –service training in the implementation of life skills education in public secondary schools in Naivasha Sub-county, Kenya. The study was based on the social cognitive theory by Albert Bandura. The study adopted a concurrent triangulation research design and targeted 180 teachers and 29 principals from public secondary schools in Naivasha Sub-County, Kenya. The sample size of 123 teachers was determined using simple random while that of 16 principals was done using purposive sampling. The data was collected by use of questionnaires and interview schedules. The quantitative data collected was presented using statistical frequency tables, whereas the qualitative data was organized into themes and then presented in narrative form. The findings of the study showed that the majority of teachers had not undergone in-service training on life skills education and that the teachers’ felt that the few in-service trainings attended were inadequate to aid in the implementation of life skills education. The study recommends that The MOE should organize in-service training for teachers on life skills education to make them more effective in teaching the same. This is because the study findings reported that most teachers had never attended in-service trainings on life skills education. The Teacher Training Institutions should also enhance more life skills training to the teacher trainees in their institutions. This would make them more effective once they go into the field.
Key Words: Life Skills Education; In-service training; Implementation.
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