scholarly journals TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS

2018 ◽  
Vol 76 (4) ◽  
pp. 533-543
Author(s):  
Miriam N. Kyule ◽  
Jacob J. J. O. Konyango ◽  
Agnes O. Nkurumwa
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Implementation ◽  
Agricultural Activities ◽  
Agriculture Teachers ◽  
Dry Land ◽  
Teacher Factors ◽  
Agriculture Curriculum ◽  
Semi Arid

One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.

THE TOTAL QUALITY MANAGEMENT ON TEACHER PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN GHARBIA GOVERNORATE OF EGYPT

2018 ◽  
Vol 05 (09) ◽  
pp. 01-14
Author(s):  
Shorouk Mohamed Farag Mohamed Aboudahr
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Teacher Professional Development ◽  
Pearson Correlation ◽  
Total Quality ◽  
School Teachers ◽  
Teacher Professional

The purpose of this study is to determine the total quality management on teacher professional development in secondary schools in Gharbia Governorate in Egypt. The study involved 66 respondents (47.4 % male & 52.6 % female) secondary school teachers’. The questionnaire consists of both Arabic language as well as English language. It consists of 28 items which includes Create Constancy of Purpose for Improvement (3 items), Adopt the New Philosophy (4 items), Improve constantly (4 items), Institute Training on The Job (9 items), Institute leadership (4 items) and Drive out Fear (4 items) subscales. This instrument was developed to assess the relationship between total quality management on teacher professional development in secondary schools. Data were analysed using frequency, percentage, independent t-test, ANOVA and Pearson Correlation test. The study found that no difference between gender and experiences on professional development. In additional, it was found that out of six dimension of Create Constancy of Purpose for Improvement, Adopt the New Philosophy, improve constantly, Institute Training on The Job, Institute leadership and Drive out Fear have positive relationship on teachers’ professional development. Finally, based on the finding of this study, I wish to suggest that for an improvement future researcher should carry out similar study not only in Gharbia state but also generally in Egypt. Besides, it recommended that should be encourage teachers of secondary school to attend training course and learn recent research and educational studies by providing financial and moral incentives. On the other hand, seminars could be held for high school teachers in order to improve their attitudes and perspectives towards professional development.

scholarly journals The Institutionalisation of Teacher Ethics in Tanzania’s Secondary Schools: A School Heads’ Perspective

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Daniel Sidney Fussy
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Veteran Teachers ◽  
Professional Conduct ◽  
Face To Face ◽  
Teachers And Students ◽  
School Heads ◽  
Teacher Ethics

teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations

The Eight-Year Study and Progressive Education Cooperative Studies

2020 ◽  
Author(s):  
Craig Kridel
Keyword(s):  
Professional Development ◽  
United States ◽  
Secondary School ◽  
Secondary Schools ◽  
General Education ◽  
Progressive Education ◽  
The United States ◽  
Cooperative Study ◽  
Post Secondary ◽  
American Southeast

During the 1930–1940s, the Progressive Education Association’s Eight-Year Study ushered in an era of secondary school experimentation, establishing an organizational process (the cooperative study) and introducing a research methodology (implementative research) for educational renewal. Cooperative studies embraced a democratic ideal that participants would work together for a greater good and maintained a fundamental belief that a diversity of perspectives, coupled with open discourse, would serve to better develop educational practices. Although no unified theory was established for cooperative study, activities focused on problem-solving were intended to expand teachers’ abilities rather than to establish a single method for the dissemination of educational programs. Implementative research was grounded in a faith in experimentation as an “exploratory process” to include gathering, analyzing, interpreting, and discussing data, and sought to determine the validity (in contrast to reliability) of programmatic interventions. Drawing on 1930s progressive education high school practices, more than a hundred selected secondary and post-secondary schools throughout the United States—public and private, large and small, Black and White, rural and urban—participated in national and regional cooperative studies, funded primarily by the Rockefeller Foundation’s General Education Board. Experimental projects included the Progressive Education Association’s Eight-Year Study (1930–1942), consisting of 30 sites with 42 secondary schools (and 26 junior high schools) throughout the United States; the Association of Colleges and Secondary Schools of the Southern States’ Southern Study (1938–1945), consisting of 33 White secondary schools in the American Southeast; the American Council of Education’s Cooperative Study in General Education (1938–1947), consisting of 25 colleges throughout the United States; and the Association of Colleges and Secondary Schools for Negroes’ Secondary School Study (1940–1946), consisting of 17 Black secondary schools in the American Southeast. These cooperative studies served to explore and further develop progressive education practices at the secondary and post-secondary school level. The intent of the 1930s–1940s cooperative study projects was to develop school programs that would attend to the interests and needs of adolescents without diminishing students’ chances for further education. Guided by “Eight-Year Study progressivism,” cooperative study staff placed great trust in the ability of teachers to address complex issues, belief in democracy as a guiding social ideal, and faith in thoughtful inquiry to create educational settings that nourished both students and teachers. Based on these fundamental themes, many cooperative study schools adopted what became a distinctive view of progressive education with correlated and fused core curricula, teacher–pupil planning, cumulative student records, and summer professional development workshops. Notions of “success” for these projects prove difficult to ascertain; however, innovative forms of curriculum design, instructional methodology, student assessment instruments, and professional development activities arose from these programs that served to influence educational theory and practice throughout the mid- and late-20th century. Perhaps equally important, cooperative study, along with implementative research, displayed the importance of educational exploration and school experimentation, implicitly asserting that a healthy school was an experimental school.

scholarly journals The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 9-25
Author(s):  
Josphat Kagema
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Mixed Methods Research ◽  
Teacher Motivation ◽  
Curriculum Implementation ◽  
School Teacher ◽  
Empirical Studies ◽  
School Curriculum ◽  
Survey Study ◽  
Research Approach

A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya’s Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga counties of Kenya. The findings of this study inform curriculum planners, education leadership and policy makers on the school curriculum as a core determinant of teacher motivation in secondary schools that influence curriculum implementation in Kenya. Key Words: School Curriculum; Teacher Motivation; Curriculum Implementation

scholarly journals Teachers’ role in curriculum implementation at primary and secondary schools of Addis Ababa, Ethiopia

2020 ◽  
Vol 10 (2) ◽  
pp. 28-41
Author(s):  
Asrat Dagnew Kelkay
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary Schools ◽  
Curriculum Implementation ◽  
Addis Ababa ◽  
Survey Study ◽  
Long Run ◽  
Teachers And Students ◽  
Mixed Approach ◽  
Descriptive Survey

The purpose of this study is to investigate teachers’ role in curriculum implementation at primary and secondary school of Addis Ababa. Descriptive survey study was carried out at primary and secondary schools.64 department heads and 64 teachers were randomly selected in the schools. Mixed approach of quantitative and qualitative study was employed.  A sample of four primary schools and four secondary schools were selected at random from Addis Ababa. Through the use of questionnaire data were collected from members of the curriculum committee and teachers in the respective schools. The findings from the data revealed that the role of teachers in curriculum implementation is ineffective due to various reasons among which shortage of materials and students’ problems are worth noting. Lack of adequate curriculum materials have encountered teachers to bring about the required changes in the behavior of students through the provision of various activities and experiences. On the basis of the finding, it was recommended to combat the problem by providing the means and materials for schools. The school should develop the culture of organizing the efforts of teachers and students to generate fund and promote self-sufficiency in the long run. Further, deep investigation was recommended to screen out the essence of the problem from its root. Keywords: Curriculum implementation, primary school, secondary school, teachers

scholarly journals Professional Development Opportunities as a determinant of Turnover Intention: A case of teachers in Public Secondary Schools in Meru County, Kenya

2020 ◽  
Vol 11 ◽  
pp. 36-45
Author(s):  
Peter Ekabu
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
Turnover Intention ◽  
Goodness Of Fit ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Chi Square ◽  
Pearson Product Moment Correlation ◽  
Turn Over

The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

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