Abstract:
Physical Education (PE) is an integral part of the school curriculum and in Kenya it is one of the compulsory subjects in secondary and primary schools. It is valued for its immense benefits to the learners in terms of their physical, intellectual, social, and emotional well-being. However, concerns have been raised over the implementation of Physical Education syllabus in schools. The purpose of this study was to establish the influence of teacher related factors on the implementation of Physical Education syllabus in primary schools in Manga Sub County, Kenya. The study adopted descriptive survey research design. The study involved a total of 28 headteachers, 138 teachers and 4 Zonal Quality Assurance and Standards Officers (ZQASOs) who were selected using simple random and purposive sampling techniques. Data was collected using questionnaire for headteachers and teachers, interview schedule for ZQASOs and an observation checklist. Both qualitative as well as quantitative data were generated. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives and research questions. Descriptive statistics was used to analyze quantitative data. The statistical Package for Social Sciences (SPSS) version 17.0 was used to process data and presented it using descriptive statistics such as frequency, description table percentages, graphs and charts. The findings of the study showed that majority of the teachers are not adequately prepared for the implementation of PE syllabus. Teachers were also of the view that PE is an important subject in the school curriculum but it is not implemented well in schools. . Based on the findings, it is recommended that the Ministry of Education Science and Technology should put in place mechanisms for enforcing regular supervision of the implementation of the PE syllabus in schools and sensitize teacher through in-service training on strategies for effective implementation of PE syllabus in schools.
KEY WORDS: Physical Education, implementation, syllabus, teachers’ preparedness, teachers’ perception.
