Influence of Availability of Trained Teachers on Curriculum Implementation in Public Secondary Schools in Garissa Sub-County, Garissa County, Kenya

Abdinasir Omar Hassan and Josephine Kirimi
Mount Kenya University
Email: raziinhassan@gmail.com

Abstract: Teachers play a key role in ensuring improved implementation of the curriculum in secondary schools. However, in Garissa Sub-county, the implementation of the curriculum in secondary schools is still low, with many teachers unable to cover the syllabus on time, which resulted in low performance among students. This research sought to determine the influence of availability of teachers on curriculum implementation in public secondary schools. The study adopted mixed methodology and concurrent triangulation research design. The target population was 318 respondents, which included 12 principals, 304 teachers, and 2 Sub-county Directors of Education (TSC & MoE), from which samples of 6 principals, 170 teachers, and 2 Sub-county Directors of Education (TSC & MoE) were determined using Yamane’s Formula. Data was collected through questionnaires for teachers and interview guides for principals and Sub-county Directors of Education. Qualitative data were analyzed thematically and presented in narrative form, while quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially through Pearson’s Product Moment Correlation Analysis, using Statistical Package for Social Sciences (SPSS Version 25) and presented in tables. The study found that curriculum implementation has faced numerous challenges with many teachers unable to complete syllabus in time, which has led to low academic performance in KCSE. This has been attributed to the inadequacy of teachers in public secondary schools. Thus, the study recommends that the Ministry of Education should conduct regular recruitment of teachers to attain the required student-teacher ratio.