Abstract:
The purpose of this study was to investigate teacher's competencies, knowledge, and skills
in planning for instruction in primary schools in the Nandi South district. The purpose of this study
was to establish primary teachers' competence in planning for instruction with a view or making
suggestions for improving teaching and learning in Kenya Primary schools. A survey design taking
a descriptive approach (vas employed in this study. Stratified and purposive sampling procedures
were used to obtain 138 trained primary school teachers used in the study. Survey questionnaires,
observation, a checklist, and an interview schedule ere developed validated, and administered in
the field to obtain data used in the present study. Data were analyzed by use of the SPSS program
using descriptive and inferential statistical techniques. Descriptive statistics included the use of
percentages and frequencies were used to answer and analyze research questions. Inferential
statistics involving chi-square and ANOVA were used to test live research hypotheses at an alpha
level of 0.05. The results indicated that teachers understand and reasonably discuss the instructional
planning process. However, it was revealed that they could not use available instructional ideas and
materials to make and implement decisions that involve the application of novel conceptual and
practical technological ideas. The study also revealed that teachers’ attitudes towards planning for
instructions arc influenced by motivation, availability of teaching and learning facilities,
environment, and teacher's personal characteristics. Based on the results it was concluded that
teachers are not functionally competent instructional planners. On the strength of the research
findings and in light of the conclusion. The study recommends that a well-defined policy be
instituted regarding instructional planning in primary schools in Kenya. Such a policy should
consider reviewing the cut rent teacher's training programs, and the position or media resources in
the school curriculum. It is also recommended that promotion into educational leadership positions
and teacher certification be pegged on excellence in instructional planning matters. This study also
recommends that teachers need to be motivated through various incentives such as better
remuneration, in-service programs, fair administration, and provision or adequate and variety of
teaching and learning media. The study provides useful insights which can be used to improve
teaching in Kenyan primary schools.
