Teachers’ perception of the implementation of an education curriculum- a case of the International Baccalaureate programme

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dc.contributor.authorWanjala, F. T.
dc.date.accessioned2023-08-01T11:02:45Z
dc.date.available2023-08-01T11:02:45Z
dc.date.issued2023
dc.descriptionFull- text thesis
dc.description.abstractThe process of changing an education curriculum is complicated and dependent on well-designed plans that are supported by both monetary and non-monetary factors. Teachers are key stakeholders who are involved in curriculum implementation and therefore their perception of the curriculum as well as the implementation process plays a significant part in determining its success. M-Pesa Foundation Academy and Nairobi Academy introduced the International Baccalaureate programme having been offering the Kenyan 8-4-4 curriculum and the British National Curriculum respectively. The schools simply transitioned both their teachers and students to the International Baccalaureate programme. The purpose of this study was threefold, first to determine the perception that teachers have of the International Baccalaureate programme and the reform process, secondly, to establish the factors that led to the formation of these perceptions, and lastly, to find out the support levels that are available for facilitation of the process of the IB curriculum implementation. The anchoring of the study was done on three theories, they are; the theory of symbolic interactionism, the theory of self-determination, and the functionalism theory. The study used convergent mixed methods research design and an inductive approach. Data collection was carried out by using semi-structured questionnaires and interview schedules. Analysis was based on both inferential and descriptive techniques for quantitative data, while qualitative data was thematically analysed. It was established that teachers had a positive perception of the IB curriculum in general. The factors influencing their perceptions were found to be; time and resource investment in the curriculum implementation process, interaction with stakeholders, length of involvement in teaching, and the school environment. It is concluded that teachers, in general, appreciated the International Baccalaureate curriculum and were willing to implement it fully, provided the schools give them the necessary support. The study recommends that schools should consider the perceptions of teachers and that a thorough induction be given to them before a new curriculum is implemented
dc.identifier.citationWanjala, F. T. (2023). Teachers’ perception of the implementation of an education curriculum- a case of the International Baccalaureate programme [Strathmore University]. http://hdl.handle.net/11071/13423
dc.identifier.urihttp://hdl.handle.net/11071/13423
dc.language.isoen
dc.publisherStrathmore University
dc.titleTeachers’ perception of the implementation of an education curriculum- a case of the International Baccalaureate programme
dc.typeThesis
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