Influence of Perennialism on Classroom Organizaitonal Skills among Teachers in Public Secondary Schools in Emgwen Sub-county, Nandi County, Kenya

Caroli Lwanga Kemboi, Titus Pacho & Benard Nyatuka
Department of Educational Foundations, Administration, Planning & Economics
Kisii University
Email: lwangacaro@yahoo.com

Abstract: Globally, educational systems are shaped by a variety of philosophical orientations that inform curriculum development, pedagogy, and academic objectives. Teachers in public secondary schools implement these philosophies in classroom organisation, lesson planning, and student engagement. The purpose of this study was to examine the impact of universal knowledge on teachers’ classroom organisational skills as grounded in perennialist educational philosophy. The study targeted 41 principals and 205 teachers. Simple random sampling was employed to select a sample size of 150 participants, comprising 25 principals and 125 secondary school teachers. Data collection methods included interview schedules for principals and questionnaires for teachers. Qualitative data were analysed through content analysis and categorised into themes, and presented using narratives and direct quotes. Quantitative data were analysed using descriptive statistics, including frequencies and percentages, presented in tables. The results revealed that teachers who adhered to the perennialist philosophy effectively structured their lessons around timeless knowledge, fostering critical thinking and deep intellectual engagement among students. An emphasis on classical texts and foundational knowledge helped create an environment conducive to reflective thinking, which is essential for lifelong learning.