Integration of national values in Kenyan primary teacher training: educators perspectives, pedagogy, and alignment with Bandura’s Social Learning Theory

Abstract

The integration of national values has been a foundational element in Kenya’s education system, particularly emphasizing values such as patriotism, unity, and social justice. However, despite their importance, these values have not been offered as a standalone course. Moreover, there is scanty research on how these values are actually taught and assessed. Recent reforms, including the introduction of the Competency-Based Teacher Education (CBTE) curriculum, have sought to enhance its implementation in teacher training. This study examined teacher educators’ perspectives on the integration of national values in primary teacher training colleges in Kenya, with attention to instructional and assessment practices and their alignment with Bandura’s Social Learning Theory. A convergent parallel mixed-methods approach was employed, involving 21 tutors and 4 deans of curriculum from two teacher training colleges in Kenya’s Central Region. Data was collected through questionnaires, interviews, and observations, and analyzed using SPSS and thematic analysis. The findings indicated strong support for the integration of national values, with a preference for participatory and experiential teaching and assessment methods. However, implementation was constrained by systemic challenges and inconsistent pedagogical practices. Instructional approaches showed partial alignment with Social Learning Theory, highlighting the need for enhanced capacity, curriculum development, and theoretical grounding. The study recommended formalizing values education within policy frameworks, standardizing assessment practices, and investing in professional development. Further research was suggested to investigate teacher trainees’ experiences and the role of digital tools in supporting values education.