Thesis:

Support system on curriculum implementation in public secondary schools in Navakholo sub county, Kenya

Effective curriculum implementation is essential for achieving educational goals and improving student learning outcomes. However, challenges related to limited resources, professional development opportunities, and pedagogical support often hinder teachers' ability to implement the curriculum effectively. School Based Teacher Support System aims at providing training in subject matter as well as pedagogical content knowledge and support to teachers; especially the Science, Mathematics and English teachers. The purpose of this study was to establish support system on curriculum implementation in public secondary schools in Navakholo Sub County. Specifically, the study sought to: establish the influence of lesson study on curriculum implementation; determine the influence of peer lesson observation on curriculum implementation; investigate the influence of virtual groups on curriculum implementation and to assess the influence of use of ICT integration in lesson delivery on curriculum implementation in public secondary schools in Navakholo Sub County. The research followed the principles of Organizational Learning Theory and utilized a descriptive survey research design. The total population targeted for this study consisted of 10,545 participants alongside a sample size of 200 respondents were selected using the Probability Proportional to Size formula (PPS). A pilot study was carried out by the researcher in two Mumias East Sub County schools. Pilot research was carried out at a few Mumias East Sub County public secondary through piloting, the investigator was able to assess the validity and dependability of the study tools. Various data collection methods, including questionnaires, observation, focus group discussions, and interview schedules, were employed. After the data was gathered, descriptive statistics like means, frequencies, and percentages was employed to analyse the information. In addition, the use of linear regression analysis was employed to determine the associations involving the dependent and independent variables, as well as evaluating the degree of these associations. Pie charts, graphs, along with tables were utilized for illustrating the findings.The results of the Regression analysis showed that lesson study accounted for 62% of curriculum implementation variance, highlighting its importance in fostering teacher collaboration and consistent curriculum application. Peer lesson observation explained 57.8% of the variation, promoting professional dialogue and shared strategies but facing challenges like scheduling conflicts. Virtual groups accounted for 61.8% of the variance, enhancing curriculum delivery through collaboration and resource sharing, though internet issues posed challenges. ICT integration explained 60.8% of the variation, improving curriculum delivery through engaging lessons, but faced barriers such as unequal access to technology and teacher proficiency. The study concludes that all four factors significantly impact curriculum implementation and recommends targeted professional development, formalized peer observations, improved internet infrastructure, and regular ICT assessments to address challenges and optimize curriculum delivery.