Abstract:
The aim of this study was to investigate teacher factors in the teaching of Kiswahili using
the integrated approach (I A) in Kwale district. The variables of the study included
awareness and understanding of the integrated Kiswahili syllabus, competence of
Kiswahili teachers and attitudes of the Kiswahili teachers towards integrated approach
and training. The study generally adopted Fullan' s (1991) Educational Change Model but alsoborrowed some concepts of Gardner's (1994) learning theory known as "Multiple
intelligence" theory. A survey design was adopted in conducting the study.
Simple random sampling was used to select 10 out of 30 public secondary schools found
in Kwale district for the study. The accessible population was all Kiswahili teachers from
the sampled schools. Simple random sampling technique was used to select 8 teachers
from the sampled schools to be observed while teaching in the classroom set up. Thirty
teachers were interviewed and also participated in filling in the questionnaires.
Data was collected by the use of questionnaires, interview and observation schedules.
Descriptive statistical techniques such as frequencies and percentages were used in the
analysis of the data collected.
From the findings of the study, it was established that teachers have negative attitude
towards Kiswahili integrated course due to lack of training and inadequate in-service.
Most teachers do not integrate grammar into Fasihi or Fasihi into grammar. Other factors
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identified with negative effects on the implementation of integrated IA in Kiswahili
included an overloaded syllabus against inadequate time, incompetence of teachers' in as
far as teaching methods and methods of evaluation were concerned and lack of wellintegrated Kiswahili textbooks. On the basis of the findings, proposals for training and inservice for Kiswahili teachers on integration are made. These included among others the
need to sensitize teachers and Ministry of Education officials and K.I.E on the meaning
of integrated approach to the teaching of Kiswahili through in-service courses, seminars
and workshops. The Kiswahili paper should be examined as one paper and not three
different papers as it is the case now. Kiswahili integrated approach should be introduced
as a field of specialization in diploma, Bachelors, Master of Philosophy and Doctor of
Philosophy in education institutions in order to produce professionals responsible for the
development and implementation of the subject.
