AN INVESTIGATION OF PRIMARY SCHOOL, TEACIIERS' COMPETENCIES IN PLANNING FOR INSTRUCTION THE CASE OF PRIMARY SCHOOLS IN NANDI SOUTH DISTRICT

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.