Influence of teacher preparedness in the implementation of the integrated HIV/AIDS education in secondary school curriculum in Kenya

Abstract

The study aimed at establishing the influence of teacher preparedness in the implementation of the integrated HIV/AIDS education curriculum in secondary school. The study was guided by the Innovation-Decision Process Theory and the Health Belief Model. The mixed research design was adopted where purposive sampling was used to select 30 head teachers and stratified and simple random sampling used to select 120 teachers and 528 form-four students. Students and teachers questionnaire and head teachers’ interviews were used to obtain the required data from the respondents. Cranach’s Coefficient Alpha was used to establish the reliability and validity of the research instrument determined using expert judgment. The data collected was analysed using inferential and descriptive statistics with the aid of SPSS. The nferential statistics comprised of Spearman’s rankcorrelation, t-test and multiple regression. From the multiple regression model, (R2= .810) showed that all the predictors used account for 81% variation in the implementation of the integrated HIV/AIDS education. Teachers were appropriately qualified to teach integrated HIV/AIDS in their subjects. The study recommends that the Kenya Institute of Curriculum Development should provide more resource materials and in-service training for teachers on HIV/AIDS education.