The Influence of Skills of Teachers of English in Implementation of Integrated English Curriculum in Public Secondary Schools in Kinangop Sub-County, Nyandarua County, Kenya
One of the key challenges facing the implementation of Integrated English Curriculum (IEC) since its introduction in 1985 has been the skills possessed by teachers of English who are vital in its implementation. Therefore, this study sought to examine the impact of skills of teachers of English in implementation of Integrated English Curriculum in public secondary schools in Kinangop sub-county, Nyandarua County. This study was guided by Havelock (1969) Research Development and Diffusion model. A convergent parallel research design was applied for this study. Systematic sampling was applied to select 36 teachers of English; simple random sampling was used to select 19 principals and 19 Heads of Department while purposive sampling was used to select the sub-county Director of Quality Assurance and Standards Officer and sub-county Director of Education. The study used questionnaires, interview schedules and observation check list in data collection. The main findings of the study indicated that teachers of English frequently used the four English skills of speaking, listening, reading and writing. On the effect of skills towards implementation of IEC, it was observed that majority of those teachers of English who had good skills in English, successfully implemented Integrated English Curriculum, clearly demonstrating that skills have an impact on implementation of IEC.
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