Kenyan Teachers Research Articles

Effects of Age on Teachers’ Self-Efficacy: Evidence from Secondary Schools

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’ Service Commission should carry out periodical assessment of teachers’ self-efficacy to identify teachers that are vulnerable to low self-efficacy. Keywords: effects, age, self-efficacy, teachers, secondary schools, Kenya

Relationship between Student-Teachers’ Academic Interaction and Academic Self-Esteem in Public Secondary Schools in Nakuru County, Kenya

The learners’ academic self-esteem and academic interaction shape the learning environment of students. The purpose of this study was to examine students’ academic interaction and academic self-esteem relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 that is 11,938 boys and 11,371 girls form three students from 294 public secondary schools in Nakuru County. A total of 29 public secondary schools and 378 form three students were selected using stratified random sampling. The study used purposive sampling to sample 29 class teachers from the selected public secondary schools in Nakuru County. The total sample size for this study was therefore 407 respondents. The study used closed-ended questionnaires to collect data from students and interview schedule to collect data from class teachers. To ensure content validity of the research instruments, the researcher developed questionnaires and an interview schedule in line with the objectives of the study in consultation with experts on counseling and educational foundations. To test the reliability of the questionnaire, a pilot study was done on one secondary school that was not part of the actual study. Cronbach’s Alpha test of internal consistency was established whereby the items had reliability coefficients of 0.871 (for the student-teacher academic interactions tool) and 0.873 (for student academic self-esteem tool) which were considered acceptable. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 24 while qualitative data was analyzed using NVivo version 12. The study established that there was a statistically significant relationship between student-teachers’ academic interaction and academic self-esteem in public secondary schools in Nakuru County, Kenya. The study recommends Kenyan teachers training institutions to advance teaching methods that seeks to improve student-teachers’ academic interaction and academic self-esteem for better academic achievement.

Content and effectiveness of TVET teacher CPD in Kenya

AbstractContinuing Professional Development (CPD) for teachers can improve teaching and wider school practices. However, within developing country contexts, research on the CPD practices of vocational teachers remains limited. This study therefore investigated the CPD practices of Technical and Vocational Education and Training (TVET) teachers in Kenya, focusing on the content, outcomes and effectiveness of their CPD practices. Adopting a questionnaire survey approach, data was collected from 170 TVET teachers drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area.TVET teachers in Kenya were found to more frequently focus their CPD on subject content knowledge and less frequently on pedagogical knowledge. Their CPD activities are not always effective as the CPD activities often do not involve active learning and collaboration, and are not always of sufficient duration. Cluster analysis showed that for some teachers, CPD activities are rarely effective and result in limited impact on practice. However, Initial Teacher Education was found to encourage teachers to focus on broader content and to adopt more effective CPD practices.To improve the effectiveness of TVET teacher CPD practices in Kenya, it is recommended that TVET teachers in Kenya are supported to adopt active and collaborative learning activities that are spread over extended time durations.

The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools

The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-needed reskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365 = 46.035, p < 0.001 and accounted for approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2 = 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2 Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing.

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.

THE DEVELOPMENT OF A LEADERSHIP COMPETENCY MODEL TO ENHANCE CHINESE VOCABULARY TEACHING AT CONFUCIUS INSTITUTES IN KENYA

The purpose of this study was to develop a leadership competency model to enhance Chinese vocabulary teaching at Confucius Institutes in Kenya. The objectives of this study were: 1) to explore the factors affecting the leadership competency of teachers; 2) to determine the levels of leadership competency of Chinese vocabulary teachers in Kenya; 3) to test the practical effect of sound change law in Chinese vocabulary teaching; and 4) to develop and verify a leadership model to improve the teaching effect of Chinese vocabulary at Confucius Institutes in Kenya. There were 308 students from the Confucius Institutes at the University of Nairobi and Kenyatta University who participated in the study. The data was analyzed through content analysis, descriptive statistics, and a paired samples t-test. The results of the survey showed that the supportive leadership approach (M = 4.32, SD = 0.46) was the style mainly used by Chinese language teachers. The results of the paired samples t-test indicated that the Chinese vocabulary test scores of thirty students after they received instruction on the sound change law was significantly higher than before they received instruction on the sound change law. The results of the paired samples t-test of competency indicated that the score of five expert teachers after they received leadership competency training was significantly higher than before they received the training. Therefore, the effectiveness of Chinese vocabulary teaching at the Confucius Institutes in Kenya can be enhanced by improving the leadership competency of teachers.

Uncovering determinants of perceived feasibility of TF-CBT through coincidence analysis.

A mental health provider's perception of how well an intervention can be carried out in their context (i.e., feasibility) is an important implementation outcome. This article aims to identify determinants of feasibility of trauma-focused cognitive behavioral therapy (TF-CBT) through a case-based causal approach. Data come from an implementation-effectiveness study in which lay counselors (teachers and community health volunteers) implemented a culturally adapted manualized mental health intervention, TF-CBT, delivered to teens who were previously orphaned and were experiencing posttraumatic stress symptoms and prolonged grief in Western Kenya. The intervention team identified combinations of determinants that led to feasibility among teacher- and community health volunteer-counselors through coincidence analysis. Among teacher-counselors, organizational-level factors (implementation climate, implementation leadership) determined moderate and high levels of feasibility. Among community health volunteer-counselors, a strong relationship between a clinical supervisor and the supervisee was the most influential determinant of feasibility. Methodology and findings from this article can guide the assessment of determinants of feasibility and the development of implementation strategies for manualized mental health interventions in contexts like Western Kenya. A mental health provider's perception of how easy a therapy is to use in their work setting (i.e., feasibility) can impact whether the provider uses the therapy in their setting. Implementation researchers have recommended finding practices and constructs that lead to important indicators that a therapy will be used. However, limited research to our knowledge has searched and found practices and constructs that might determine feasibility of a therapy. This article uses existing data from a large trial looking at the continued use of a trauma-focused therapy to find practices and constructs that lead to moderate and high levels of feasibility. We found that in settings with a strong organizational structure that organization and leadership support for the therapy led to teachers in Kenya to perceive the therapy as easy to use. On the other hand, in settings with a weaker organizational structure, outside support from a clinical supervisor led to community health volunteers in Kenya perceiving the therapy as easy to use. The findings from this article can guide context-specific recommendations for increasing perceived therapy feasibility at the provider-, organization-, and policy levels.

Exploring the Potential of Open Distance Learning in Teacher Education in Kenya: Opportunities and Challenges

In the Kenya’s vision 2030, education is recognized as a social pillar, it is expected that Kenya will become a middle income country with high quality of life to its people. Education is an important ingredient to a country’s development. The quality of an education system is highly dependent on the quality of its teachers. A country cannot develop beyond the quality of its teachers. The main aim of this paper is to explore the potential of open and distance learning to the development of teacher education in Kenya. The paper traces the historical development of teacher education in Kenya from the second half of the nineteenth century when western education was introduced to Kenya by the Christian missionaries. The history method of research has been used in the study. Data were also collected by means of literature review. The teacher education in Kenya is concerned with the training of early childhood teachers, primary teacher education, diploma teacher education, secondary teacher education and technical teacher education. Most of these teacher education programmes and other post qualification trainings are done through the traditional face to face model. Most of these teacher education programmes are not efficient and cost-effective. Kenya needs a comprehensive search to finding a cost-effective, conducive, efficient and comprehensive way of training teachers. It is our view that a search should include the use of open and distance learning as a viable solution to the training of teachers. Open distance learning should be seen as a complementary to the traditional mode of training teachers in Kenya. This paper holds that for teachers to effectively contribute to Kenya’s vision 2030, the teachers should be given the most appropriate tools during training and during practice-including the content knowledge, skills and attitude so as to make them work as professionals who will bring the desired change. Finally, this research highlights the need of open and distance learning to the development of teacher education in Kenya.

Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County

The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula

Selected Digital Media Tools and Language Instructions Among ECDE Teachers in Kenya

Selected Digital Media Tools and Language Instructions Among ECDE Teachers in Kenya

Influence of Mentoring Newly Employed Teachers on their Performance on Curricular Activities in Public Secondary Schools in Thika East and West Sub-Counties, Kiambu County, Kenya

The first year of teaching is one of the most challenging and critical periods in a teacher’s career. Newly employed teachers begin experiencing challenges such as workload pressure, lack of appreciation andsupport from colleagues, work-leisure spillover and discipline and behavior problems of students, burnout and conflict with other colleagues and other school stakeholders. This leads to low performance of newly employed teachers, as 40% of newly employed teachers do not meet the performance appraisals targets as set by TSC. This study’s objective was to determine the impact of mentoring on the job performance of newly employed teachers in public secondary schools in Thika East and West Sub-Counties, Kiambu county, Kenya. Feldman’s model of organizational socialization and social exchange theory informed this study. The study used a descriptive design and adopted a mixed methodology approach where qualitative and quantitative data were used. The study population was 568 participants comprising of 148 newly employed teachers, 378 experienced teachers, 21 principals, and 21 deputy principals. The study used stratified random sampling to sample 60 newly employed teachers, 153 experienced teachers, 17 principals, and deputy principals; thus, the total sample size was 230 respondents. The study collected data usingan interview guide for newly employed teachers, questionnaires for experienced teachers, principals, and deputy principals, and FGD for students. The researcher also carried out observation, document analysis, and other relevant secondary data. The researcher carried out mixed analysis. The study results indicated that there is a positive and statistically significant influence of mentoring (β=0.628, p=0.039<0.05) on the performance of newly employed teachers. The study concludes that having proper and effective mentoring led to better job performance of newly employed teachers. The study recommends improving on mentoring so as to boost the job performance of newly employed teachers in Kenya.

Differentiating Content as a Way of Enhancing Students’ Self-Efficacy: A Study of Private Schools in Ruiru Sub-county

Research confirms that differentiated instruction has both academic and non-academic benefits for students. Individualized learning enhanced academic performance, and most importantly, a sense of self-efficacy are all associated with this mode of instruction. Teachers in Kenya, as in the rest of the world, hold the opinion that differentiation reflects the best professional comprehension of skilled and adaptable instruction. This study aimed to examine the effects of differentiated instruction on the self-efficacy of elementary school students. The investigation utilized the Theory of Multiple Intelligences and Self-Efficacy and a post-positivist methodology. In nine private primary schools in Ruiru Sub-County, Kiambu County, Kenya, 45 teachers and 1,022 pupils in upper primary levels (grades 6, 7, and 8) participated in the study. Using questionnaires, quantitative data was collected and analyzed using SPSS Student Version 14.0. The investigated aspect of differentiated instruction is content differentiation. It was discovered that differentiated content has a statistically significant impact on the self-efficacy of elementary school pupils. The establishment of comprehensive teacher professional development systems in private primary schools to equip teachers with the ability to effectively deliver differentiated instruction and build students' self-efficacy is one of the study's key recommendations. Among the areas for additional research is the conduct of a comparable study in public elementary schools. Additionally, longitudinal, and experimental studies can be conducted to examine the relationship between differentiated instruction and student self-efficacy in both private and public primary institutions. Additional recommendations include conducting research on other factors that contribute to the self-efficacy of elementary school students.

Continuing professional development of vocational teachers in Kenya: Motivations, practices and teacher profiles

PurposeDespite the important role that motivation plays in the Continuing Professional Development (CPD) of teachers, it is not always clear what motives guide vocational teachers in their CPD. This study therefore investigated the motives vocational teachers have for participating in CPD and how those motives influence their CPD practices. MethodsThe study adopted a qualitative approach, wherein data collected using semi-structured interviews with vocational teachers was inductively coded to identify how motives influence CPD practices. Vocational teachers were viewed as adult learners while motivation was conceptualized as dynamic and contingent upon an individual's context. FindingsVocational teachers in Kenya were found to engage in both formal and informal CPD guided by different motives. Four distinct categories of motives were identified related to the search for performance competence, status and authority, relief from routine, and compliance with requirements. Further analysis revealed four motivational orientations characterized by underlying motives, their associated CPD practices, and teacher profiles. ValueThe resulting characterization of motives, practices, and teacher profiles enables prediction and empirical verification of which vocational teachers are likely to adopt a particular learning method and what content they are likely to focus on. Further empirical verification is called for.

Epistemological belief in control of knowledge and performance of Physics among secondary school students in Tharaka Nithi County, Kenya

The study aimed to investigate the extent to which students' epistemological beliefs in the dimension of control of knowledge acquisition relate to performance in the subject of physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey and a correlational analysis. The research was steered by both the implicit intelligence philosophy and the constructivist learning theory. The sample size comprised 310 form two students, 60 physics teachers and 20 heads of the science department. Quantitative data analysis techniques, including correlation and regression analysis, were used to examine the relationships between students’ epistemological beliefs in control of knowledge and physics performance. The qualitative data from interviews provided deeper insights into how students’ experiences and perceptions related to their beliefs about knowledge and physics performance. Data analysis was performed using tools in the SPSS version 26. The study revealed a positive correlation between sophisticated beliefs in control of knowledge acquisition and performance in physics. From the findings of the study, the researcher concluded that sophisticated beliefs in control of knowledge acquisition contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in control of knowledge acquisition among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in control of knowledge to stimulate performance in physics.

The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching

Traditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.

Factors motivating head teachers in Marakwet west Sub County to enroll for the KEMI diploma in educational management course

Head teachers of primary schools have to deal with a lot of shifting managerial environments, which sometimes makes them ineffective in their expanding responsibilities. Therefore, providing targeted in-service training has never been essential. Head teachers in Kenya's Marakwet West Sub County were asked to participate in the KEMI Diploma in Educational Management Course as part of this study. The research design was a descriptive survey. The sample consisted of 38 head teachers chosen through stratified random sampling from 57 schools whose heads had completed the KEMI Diploma in Education Management, 42 teachers chosen at random, and 13 chairpersons of the Board of Management chosen intentionally from the same schools. Data was gathered through the use of questionnaires. The information was summed up and introduced utilizing recurrence tables, charts and rates. The study found that head teachers were motivated by the need to improve their skills, a raise in pay, and a higher job grade. In order to encourage teachers to participate in useful professional development programs, the study suggested that head teachers' job evaluations include an audit of skill requirements, continuous short-term refresher courses in areas that were studied, decentralization of training, and recognition of head teachers' academic achievement through promotion and salary increments. The study found that there were gaps between the course content and the actual management skills that school managers need, such as ICT skills and financial management bookkeeping. The TSC's selection, promotion, and deployment of head teachers of primary schools should also be reviewed, according to the study.

Assessing blended and online-only delivery formats for teacher professional development in Kenya

The present study compared the learning and experiences of Kenyan teachers randomly assigned to either an online or a blended 12-week intensive teacher professional development program (TPD). The TPD addressed the fundamentals of early literacy development as well as how to use early literacy software to support students learning. TPD outcomes were assessed through surveys, course performance and discussion elements. Teachers demonstrated pre- to post-test gains in domain knowledge, lesson plan construction and comfort teaching early literacy skills. Few differences were observed between the online versus blended formats. However, teachers endorsed a blended instructional format over online-only or in-person formats. Challenges regarding resources and infrastructure were identified as barriers to technology integration within the classroom. Some cultural challenges were identified as potential barriers for young learners using software developed in Western countries. Overall, both online and blended formats appear to be effective TPD delivery systems for Kenyan teachers, however, findings highlighted challenges that need to be addressed to optimize learning when using technology. Future research recommendations include broadening the teacher sample to assess potential differences due to regionalism, associated differences in access to resources, and further examination of teaching experience on learning in the two types of online formats.

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.

Professional competencies and the continuing professional development needs of Technical, Vocational Education and Training (TVET) teachers in Kenya

AbstractThe development of Continuing Professional Development (CPD) programs for vocational teachers in Africa has been hampered by a lack of relevant research on their CPD practices and learning needs. This study therefore investigated the learning needs of vocational teachers in Kenya based on the professional competencies vocational teachers identify as essential for their work and their self-perception of competence.Using a concurrent mixed methods approach, data was collected from 170 questionnaire respondents and sixteen interview participants from six Technical, Vocational Education and Training (TVET) institutions in Kenya.Despite TVET teachers perceiving themselves as highly competent, they were found to express a relatively high need for CPD. The need was most strongly expressed by teachers who had received Initial Teacher Education (ITE), which suggested that ITE has a positive influence in sensitising teachers on the need for CPD. New teachers were however found to have a lower perception of competence. Mentorship for new teachers is thus recommended.An unexpected finding was that while TVET teachers in Kenya identify good teaching skills as an essential competency for vocational teachers, they assume mastery of content translates to good teaching skills. It is thus recommended that the curriculum for TVET teachers in Kenya be reviewed to help teachers appreciate, identify, and develop subject-specific teaching skills.

Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya

Approaches, methods, and techniques of teaching Christian Religious Education (CRE) in Kenya have changed over time. Improved teaching strategies such as a five-stage lesson plan framework enhance students' performance. Despite the novelty of the framework, there is limited information on its spread and utilization among CRE teachers in Kenya. Therefore, this study assessed the determinants of awareness and implementation of the novel five-stage lesson plan framework in Meru County, Kenya. The study sampled 226 CRE teachers using a semi-structured questionnaire. The study employed an Ordered Probit Model to assess the determinants of the number of five-stage lesson plan stages awareness and implemented by the CRE teachers. The Ordered Probit analysis revealed that gender, academic qualification, working experience, and challenges were crucial determinants of awareness and implementation of the five-stage lesson plan framework. The findings implied that policymakers and relevant stakeholders in education should consider pre-service and in-service training, workshops, and seminars in upscaling or promoting the awareness and implementation of the five-stage lesson plan framework. Educational policies targeting improved teaching methods should enhance recognition and operation of the five-stage lesson plan framework.