Challenges faced by Teachers n implementing Life Skills Education Curriculum in Public Primary Schools in Wareng Sub-County, Uasin Gishu County - Kenya

Abstract

The purpose of this study was to determine the challenges faced by teachers in implementing Life Skills Education (LSE) in public primary schools in Wareng Sub County, Uasin Gishu County. The study was guided by the following objectives; to establish the teaching/learning resources related challenges faced in implementation of LSE, to identify the availability of trained teachers of LSE, to establish teaching/learning methods related challenges faced in implementation of Life Skills Education in public primary schools, to examine the effect of the non-examinable status of LSE on its implementation and to identify school management related challenges in the implementation of LSE curriculum in public primary schools in Wareng Sub County. The study adopted social learning theory as well as descriptive survey design. The target population was 285 comprising of head teachers and teachers from the public primary schools in Wareng Sub County. The sample size selected from 35 public primary schools in Wareng Sub County, comprised of 35 head teachers and 70 teachers selected through purposive and simple random sampling respectively. Questionnaire and observational schedules were used to collect data for the study used. Validity and reliability of the research instruments was considered. This was done by conducting a pilot study in Eldoret East Sub-County where six head teachers who were not be included in the final study population took part in the pilot study. Descriptive statistics was used to analyze data and the findings presented in form of frequency distribution tables. From the study most of the schools had inadequate teaching and learning resources for LSE. Schools do not have enough teacher guides for teaching LSE and teachers do not use teaching aids in teaching LSE, as they were inadequate in the schools. The teaching methods used in teaching Life Skills Education was class discussion, brainstorming, demonstration, small groups, educational games, audio and visual activities, storytelling, and debates. Life skills education was not being taken seriously because it was not an examinable subject and this undermines its implementation. The subject was not taught, despite being included in the timetable. In conclusion most of the schools had inadequate, teaching resources, course books and teaching aids for teaching LSE. The teaching resources and facilities influence the implementation of Life Skills Education through their availability and quality. There was poor preparation of teachers due to short course training period. The school management contribute to the successful implementation of a curriculum by fulfill their role as curriculum and instructional leaders by planning staff development programs, modifying school environment to improve instruction. Based on the findings, this study recommends that adequate opportunities for in-service training be provided for practicing teachers to enhance their teaching skills. The government should provide adequate teaching and learning materials for life skills Education in all the public primary schools. The study findings will be helpful to education planners, quality assurance officers, teachers of LSE and learners.