Abstract:
Teachers’ cognitions, that are knowledge, beliefs and thoughts, shape their pedagogical activities. This paper
examined the influence of contextual factors on teachers’ cognitions on instructional media use in English language
pedagogy among secondary school teachers of English in Kenya. Schools were categorized as National, Extra-County,
County and Sub-county. Simple random sampling was utilized to obtain the fifteen schools that participated in the
study. Fifteen (15) heads of department were purposefully selected and interviewed, while thirty (30) teachers of
English were randomly selected, interviewed and observed in class. The study was guided by Vygotsky social learning
theory. Qualitative approach and Multiple Case study method were utilized in line with interpretivist-constructivist
paradigm. Data was analyzed thematically and presented in narrative form. The findings of the study revealed that
teachers’ cognitions on instructional media are influenced by contextual factors such as school type, institutional
support, colleagues, the syllabus, learners and the mode of evaluation.
