Secondary School Teachers Post Training Skills Enhancement and the Implementation of Agriculture Curriculum in Kimilili Sub-County Kenya

Abstract

Agriculture in Kenya is the backbone of the economy. One of the general objectives of teaching Agriculture in our Kenyan secondary schools is to enable students and teachers to take part in national development through Agricultural activities. The main objective of this study was to establish the influence of teacher post-training skills enhancement on the implementation of the Agriculture curriculum in public secondary schools in Kimilili sub-county of Bugoma Kenya. The study used functional curriculum theory and adopted a descriptive survey design. The researcher used questionnaires to obtain data on teacher factors in the implementation of the Agriculture curriculum. The study's targeted population was 49 public secondary schools that included 49 secondary school principals, 49 heads of department, 49 Agriculture teachers, and 784 Agriculture students. The study employed the Gay formula to calculate the sample size of 187 respondents including 10 secondary school principals, 10 heads of department, 10 teachers of agriculture and 157 students of Agriculture. The study employed simple random sampling to get the number of school principals in Kimilili Sub County; purposive sampling was used on students of Agriculture, teachers and heads of department. Both qualitative and quantitative data were collected using questionnaires. Quantitative data was analyzed by descriptive statistics such as frequencies percentages and means. the study established that post-training skills enhancement had a significant positive effect on the implementation of the Agriculture Curriculum