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.
Abobo, F. (2013). Challenges Facing Implementation of Life Skills Education in Secondary Schools in Trans-Nzoia West District, Kenya. Nairobi: Kenyatta University.
Abobo, F., & Orodho, J. (2014). Life Skills Education: An Assessment of the Level of Preparedness of Teachers and School Managers in Implementing Life Skills Education in Trans-Nzoia District, Kenya. IOSR Journal of Humanities and Social Sciences, 19(9), 32.
Bandura, A. (1986). Social foundations of thought and action: A cognitive theory. Englewood Cliffs NJ: Prentice-Hall.
Baylies, C., & Bujra, J. (2000). AIDS, Sexuality and Gender in Africa: Collective Strategies and Struggles in Tanzania and Zambia. London: Rutledge.
Chirwa, G. (2009). A Case Study of Challenges Facing the Implementation of Life Skills Education in Primary Schools in Zomba District, Malawi. Johannesburg: University of Witwatersrand.
Creswell, J. (2003). Research design:Qualitative, Quantitative and Mixed Approaches (Second ed.). Thousand Oaks: Sage Publications.
Guskey, T. (2002). Professional Development and Teacher Change: Theory and Practice. Toronto: Addison-Wesley.
International Centre for Alcohol Policies. (2000). Life Skills Education in South Africa and Botswana. Retrieved July 10, 2015, from http://www.icap.org/linkClick.aspk?fileticket=jCtUwWSuuce%3D&tabid=159.
Kilonzo, M. (2013). Factors Affecting Implementation of Life Skills Curriculum in Public Primary Schools in Nzambani District, Kenya. Nairobi: University of Nairobi.
Loughran, J. (2006). Developing Pedagogyof Teacher Education; Understanding Teaching and Learning. New York: Rutledge.
Ministry of Education. (1988). The Report on the Presidential Working Party on the Education and Manpower Training for the Next Decade and Beyond. Nairobi: Government Printer.
Ministry of Education. (2008). Secondary Schools Life Skills Education Syllabus. Nairobi: K.I.E.
Mugambi, M., & Muthui, K. (2013). Influence of Structural and Context on Implementations of Secondary Schools Life Skills Curriculum in Kajiado County, Kenya. Innternational Journal of Education and Research, 1(3).
Mulamba, M. (2015). Influence of School-Based Life Skills Education Programme on Students' Sexual Behaviour in Secondary Schools in Nairobi and Busia Counties, Kenya. Kabarak University. Kabarak University.
Munsi, K., & Guha, D. (2014, June). Status of Life Skills Education in Teacher Education Curriculum of SAARC Countries: Comparative Evaluation. Journal of Education and Social Policy, 1, 2.
Ndirangu, A., Wamue, G., & Wango, G. (2013). Gender Factors in Implementation of Life Skills Education in Nairobi, Kenya. International Journal of Education and Research, 1(5).
Ornstein, A., & Hunkins , F. (1993). Curriculum: Foundations, Principles and Theory . Boston: Allyn and Bacon.
UNICEF. (2012). Global Evaluation of Life Skills Education Programmes. Retrieved July 10, 2015, from http://www.unicef.org/evalution/files/life_SkillsEducationManagement_Response_to_Evalutation.pdf.
Wasamu, M. (2011, November 22). Teaching Life Skills Answer Kenyas Moral Decadence. Retrieved July 10, 2015, from http://www.the-star.co.ke/news/article-40685/teaching-life-skills-answer-kenyas-moral-decadence#sthash.Kv60PTYi.dpuf.
World Health Organisation(WHO). (1997). Life Skills Education for Children and Adolescents in Schools: Introduction and Guidelines to Facilitate the Development and Implementation of Life Skills Programmes. Geneva: WHO Programme on Mental Health.
World Health Organisation(WHO). (1999). Promoting Health Through Schools. Report of a WHO Expert Committee on Comprehensive School Health Education and Promotion. Geneva: WHO.