This study is about the influence of teachers on curriculum development in Kenya. Previous studies have shown that teachers, as primary stakeholders of the curriculum, are the key implementers of the developed curriculum. Not much is known about their influence in the development of the national curriculum. The study investigates the current level of teacher involvement in curriculum development through analysis of case studies conducted in Kenya in regards to teacher participation in curriculum development in Kenya. Further, the study investigates how the local curriculum governing body, Kenya Institute of Curriculum Development (KICD), can ensure the full participation of teachers in curriculum development.
Table of Contents
1. Introduction
1.1 Conceptual framework and background to the study
1.2 Rationale of the study
1.3 Purpose of the study
1.4 Research aims and objectives
1.5 Research questions
2. Literature Review
2.1 Introduction
2.2 Curriculum development in Kenya
2.3 Reasons for Curriculum Development
2.4 Motives for Teacher Involvement in Curriculum Development
2.5 Conclusion
3. Research Methodology
3.1 Introduction
3.2 Research design
3.3 Sampling strategy
3.4 Data Analysis
3.5 Ethical considerations to secondary research
3.6 Justification of Data collection method
4. Results and Findings
4.1 Introduction
4.2 Analysis of Case Studies
4.3 Summary
5. Conclusion
5.1 Empowerment of Teachers on their Participation
5.2 The KICD and the role of teachers in curriculum development
5.3 Recommendations
5.4 Suggestions for further research
Research Objectives and Themes
This study aims to investigate the influence of teachers as primary stakeholders in the national curriculum development process in Kenya, specifically evaluating the current level of teacher involvement and identifying strategies for improvement.
- Teacher participation in curriculum development
- Curriculum development models in Kenya
- Stakeholder engagement and empowerment
- Influence of pedagogical knowledge on curriculum implementation
- Best practices for incorporating teacher input
Excerpt from the Book
4.2.1 Case study 1: Assessment of Stakeholders’ Influence on Curriculum Development Process in Secondary Schools in Kericho County
Koskei (2015) conducted a study in Kericho county using a 5-Likert scale, where teachers were requested to provide opinions on their level of participation in developing the national curriculum. The study was aimed at measuring teachers’ level of participation in curriculum development within Kericho county as well as providing opinions on their perceptions about the process of curriculum development in Kericho county.
From the study, with a rating scale of very high, high, moderate, low, and very low, the ruling opinion was very low with 94.6% of the respondents supporting that opinion. The following graph indicates the results obtained regarding the level of teachers’ involvement in curriculum development in Kericho county as drawn from Koskei (2015) research:
From the study, with a rating scale of very high, high, moderate, low, and very low, the ruling opinion was very low with 94.6% of the respondents supporting that opinion. The rating ‘low’ taking the highest percentage implies that teachers were frustrated with the approaches that curriculum developers undertook when developing the curriculum under implementation at that time. Alsubaie (2016) indicates that teachers are the most important participants in the curriculum implementation, and it is through their experiences, competencies, and practice that they can identify ways that the curriculum can be corrected or made better. The result findings in this case study however do not coincide with that statement, an implication that the teachers’ influence in curriculum development at Kericho county was low.
Summary of Chapters
CHAPTER 1: INTRODUCTION: Explores the role of teachers as primary stakeholders in Kenyan curriculum development and establishes the study's research objectives.
CHAPTER 2: LITERATURE REVIEW: Reviews existing theories on curriculum development and analyzes the status of teacher participation in the Kenyan context.
CHAPTER 3: RESEARCH METHODOLOGY: Details the exploratory, secondary research approach and the systematic literature review process used to collect and analyze data.
CHAPTER 4: RESULTS AND FINDINGS: Presents findings from selected case studies regarding teacher involvement in curriculum planning and school management.
CHAPTER 5: CONCLUSION: Synthesizes the research findings, concludes that teacher empowerment is currently inadequate, and provides recommendations for the Kenya Institute of Curriculum Development (KICD).
Keywords
curriculum, curriculum development, teacher participation in curriculum development, teacher empowerment, the role of teachers in curriculum development, Kenya, KICD, stakeholder involvement, educational reform, classroom practice, curriculum implementation, teacher engagement, competency-based curriculum, qualitative research, education policy
Frequently Asked Questions
What is the primary focus of this dissertation?
This study focuses on the influence of teachers in the curriculum development process in Kenya, specifically addressing their role as primary stakeholders and key implementers of the national curriculum.
What are the central themes of the research?
The research centers on teacher participation, the current curriculum development model in Kenya, the importance of stakeholder engagement, and the need for improved teacher empowerment.
What is the main research objective?
The main objective is to understand how teachers contribute to the curriculum development process and to identify strategies for enhancing their participation to ensure effective curriculum implementation.
What methodology was employed?
The study utilized desktop research, specifically a systematic literature review design, to analyze existing case studies and qualitative data regarding teacher involvement.
What does the main body of the work cover?
The main body covers the conceptual background, a review of relevant literature, the research methodology, detailed analysis of case studies from different Kenyan counties, and a final conclusion with recommendations.
Which keywords define this work?
Key terms include curriculum, curriculum development, teacher participation, teacher empowerment, and stakeholder involvement.
What does the study suggest about the Kenya Institute of Curriculum Development (KICD)?
The study suggests that the KICD needs to adopt more inclusive, participatory models of curriculum development to ensure that teacher insights and pedagogical expertise are integrated into the national curriculum.
How does teacher participation affect curriculum implementation?
The study argues that when teachers participate in the development process, they become familiar with the curriculum and perceive it as their own, which significantly eases the implementation process and increases the success rate.
- Quote paper
- Daniel Vincent Nyamai (Author), 2020, Teachers Influence in Curriculum Development in Kenya, Munich, GRIN Verlag, https://www.grin.com/document/1175810
