Teacher Preparedness and the Implementation of the Mother Tongue Education Policy in Public Lower Primary School Education in Meru County, Kenya

Abstract

Teaching in the first language is beneficial to both the learner and the teacher. The policy that provides for usage of the first language as the instructional medium for lower primary education in Kenya was established after independence. Despite the establishment and integration of this policy into the 2019 Kenya Basic Education Curriculum Framework, it remains unclear how prepared various stakeholders are in the execution of the regulation. The purpose of this study was to examine teacher preparedness in the implementation of the MTE policy in lower primary schools in Meru County, Kenya. The study was grounded on Piaget’s Cognitive Development Theory, and utilized a descriptive survey design with a mixed-method approach. A sample of 155 head teachers and 155 grade 3 class teachers was selected using random and purposive sampling techniques respectively. Data was collected from Grade 3 teachers using questionnaires, Focus Group Discussions collected data from head teachers and interview guide was used to collect data from the County Director of Education, sub-county Quality Assurance Standards Officers, and Curriculum Support Officers.  Reliability and validity of research instruments were ascertained accordingly. Quantitative data was analyzed using descriptive techniques and Spearman correlation analysis. Qualitative data was analyzed thematically. Results indicated that although teachers had received initial training on mother tongue teaching, gaps existed in teacher in-service development, and support from Ministry of Education. Only 20% of teachers had received in-service MTE training, and 25% had been involved in developing the MTE curriculum. The study recommends in-service training programs by the Teachers Service Commission (TSC) and development of accessible and up-to-date MTE by the requisite institutions. The government should foster policy alignment, promote multilingualism, establish continuous professional development, and encourage research on the efficacy of mother tongue instruction for improved educational outcomes.