Table 2 - uploaded by Anne Syomwene
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Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implementation of the school curriculum. This paper is a report of a study that was undertaken in the year 2014 in secondary schools in Lugari sub-county in Kenya. The purpose of this study was to investigate the roles of ICSs in the implementation of Life Skil...
Contexts in source publication
Context 1
... on the aspects of objectives, content, teaching methods and methods of evaluation. Teachers responses are given in Table 2. Liu (1984) points out that the principal as a supervisor has the major responsibility of communicating the overall school goals to the teachers as part of the evaluation process and this happens through overseeing the preparation of the professional documents for teachers of LSE. ...
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Citations
... Researchers opined that pre-service physical education teachers enter teacher preparation programmes with a broad spectrum of beliefs about physical education, and change little overtime [7,8,9]. A research revealed that that "the dominant view of new recruits is that they perceive physical education as being primary skill-oriented" [10]. Another study which explored the beliefs held by students from two universities regarding the elements of the teacher education programmes indicated that pre-service teachers believe the practicum experiences were more valuable aspects of the teacher education programme [11]. ...
... They must be able to control ego to accomplish their work. Social skill can influence to their performance in their society (Syomwene, 2016). Social skill trains children how to associate with others. ...
... They must be able to control ego to accomplish their work. Social skill can influence to their performance in their society (Syomwene, 2016). Social skill trains children how to associate with others. ...
Life Skill Education (LSE) equips individual to survive in the future. In addition, the importance of life skill cannot be neglected to assist young people to deal with challenges in life by having a skill that enable, equip and empower them with necessary behaviors. LSE is not only applicable in formal, but also informal education. In regards to that, this study tries to investigate the implementation of life skill in non-formal education setting. This qualitative study was conducted in two private libraries in Malang, TBM Wacan and TBM Merdesa with 10 members for each. Participatory observation and document analysis were equipped to gather the data. The result shows that three aspects in life skill, which are thinking skill, emotional skill and also social skill were explored. These aspects were then is formed in various activities such as poster creation, language games, disaster mitigation simulation, and role play.
The study aimed at identifying the teacher challenges that affect Business Subjects teachers’ preparedness in the implementation of the new Business Subjects curriculum in selected secondary schools of Kabale district, Uganda. Based on the pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale district, making a total of 50 participants. Semi-structured interview schedules and closed questionnaires were used for data collection. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using a thematic analysis approach. Findings indicated that teacher challenges that affected the implementation of the new Business subject’s curriculum included: lack of adequate teacher in-service training; limited competent human resources among others. The quantitative findings as Business Subjects indicated that they were being faced with both inside and outside school challenges while in the implementation of the new Business Subjects curriculum This denoted also a high percentage of over 67% that was posted by all the items that were used to measure teacher challenges that affected Business Subjects teachers’ preparedness for the implementation of the new Business Subjects curriculum in both private and public secondary schools.
