Abstract:
The purpose of the study was to investigate secondary school teachers’ knowledge and skills in presentation of lessons based on the proverb in secondary schools in Eldoret West Education District. The study sought to determine the role of the English teachers in description and mode of presentation of a proverb based lesson because little is known about their knowledge and skills. This was motivated by a trend of inability of the learners in English at K.C.S.E level to bring out clear answers in relation to questions set that relate to the proverb while doing the national examination as proverbs are tested in all the three English papers. This was accomplished through the study objectives formulated. This was with a view of improving performance in English in the integrated syllabus. The study was motivated by two theories; Calvin’s theory of value which presupposes that value is innate in every human being and teachers, through instructions in proverb based lessons should guide the learners into value addition as they prepare them for the examination and The “post modern” semiotic theory which presupposed that through the proverb, language learning should permeate all aspects of life. The research employed the descriptive survey research design. Questionnaires to teachers and Interview schedules were used in the collection of data. The area of study was Eldoret West District which has a total of 67 secondary schools. The schools were sampled using purposive sampling. A pilot study was carried out in two schools in the neighboring Eldoret East district to ensure the reliability and validity of the research instruments used in the study. Simple random sampling and convenient sampling was used to select teachers from the schools to help rate the teachers’ knowledge and skills. Data was analyzed using computer software packages and results interpreted using descriptive and inferential statistics such as frequency tables, pie charts, cross tabulations and graphs and also textual presentation. The findings of the study are significant to the curriculum developers and implementers especially English and literature teachers who are directly mandated with implementation of the integrated syllabus. It will help to advice the teachers, school administrators, parents and the government on how the teachers can help children develop more in their life values as well as academic performance.
