How teachers influence the implementation of kiswahili curriculum in public secondary schools in igembe district, Kenya

The purpose of this study was to investigate how teachers influence the implementation of Kiswahili curriculum in Igembe District. The study was guided by two research questions and employed descriptive survey design. The sample population was 24 headteachers and 24 heads of Kiswahili department who are also Kiswahili teachers. The data was collected using questionnaires, document verification guide and interview schedule. Findings have shown that teachers’ characteristics like age and gender do not influence the implementation of Kiswahili curriculum in secondary schools in Kenya. Secondly, it was found out that Kiswahili teachers are given opportunities to attend in-service courses which contributes to effective curriculum implementation. The researchers suggest that further research to be done to investigate on how students’ home characteristics affect Kiswahili curriculum implementation.