Education empowers individuals with appropriate skills, knowledge and attitudes that can fight HIV and AIDS. In regard to HIV and AIDS, many Kenyans are re-examining their long –held cultural beliefs, attitudes and sexual practices. Though billions of shillings have gone into prevention programmes and research, HIV and AIDS has continued to kill people at their most productive age, leaving in its wake helpless children, many of whom have now assumed parental responsibilities over younger siblings. Specifically, this study focused on the effect of teachers’ attitudes on the implementation of HIV and AIDS education in Kenya. Descriptive survey research design was used in this study. The sample of the study was 19 principals and 122 teachers in 19 schools. The sample was selected through stratified and purposive sampling techniques. Data was collected by use of questionnaires and interview schedules. Data from questionnaire was analyzed using descriptive statistics where frequencies and percentages were used. The findings revealed that most teachers felt that HIV and AIDS education should be given a lesson on the timetable for effective teaching. Infusion strategy was used widely in the teaching of HIV and AIDS education. Among the challenges faced by teachers included: negative attitudes from students, weak guidance and counseling programmes in schools and too much examination oriented curriculum hence having little time for HIV and AIDS education. It is recommended that there is need for HIV and AIDS content to be enhanced. HIV and AIDS should also be made an examinable subject so as to enhance teachers’ attitude towards teaching of the subject.
Bennel, P., et al (2001). The AIDS Epidemic in Sub-Saharan Africa: Are Teachers a High Risk Group? Brighton : Mimeo.
Boler, T., et al. (2003). The Sounds of Silence: Difficulties in Communicating HIV and AIDS in Schools. London : ACTIONAID
Bunyi, W. G. (2000). Curriculum Innovation in ESAR: The challenges of Gender and HIV and AIDS Education. A paper presented at Women Researchers of Kenya (WERK). Mount Kenya Safari Club, Nairobi.
Daily Nation Correspondent (2012). On “2.4 Million children carry Hiv/Aids Burden”. Daily Nation, June 21, 2012. P. 34. Nairobi; Nation Media Group.
Hyde, et al (2001). The impacts of HIV and AIDS on Formal Schooling in Uganda, Kampala.
Jepkorir, E. R. (2005). Readability of HIV and AIDS printed materials used by students in Kenya Secondary Schools: A study of Nairobi Province. Unpublished Thesis, Nairobi : Kenyatta University.
Kerlinger, F. N. (2004). Foundations of Behavioural Research. (New Delhi, Surjeet
Publications’.
Kelly, J. M. (2000). Planning for Education in the Context of HIV and AIDS. UNESCO. International Institute of Educational Planning.
KIE. (1999). Aids Education: Facilitators Handbook. Nairobi: KIE.
Kothari, C. R. (2003). Research Methodology: Methods and Techniques (3rd Ed). Wiley Eastern Ltd. New Delhi
Lokesh, K. (2004). Methodology of Educational Research. New Delhi : Vikas Publishers.
Malambo, R. (2000). Teach Them, While They are Young. They Will Live to Remember.
Mugenda, O. M & Mugenda, A. G.(2003). Research Methods: Quantitative and Qualitative Approach. Nairobi: ACTS Press.
NACC. (2007) Joint HIV and AIDS Programme Review - 2007, Emuhaya, Vihiga and Hamisi Sub-Countys. Nairobi: NACC
Republic of Kenya. (2004). Education Sector Policy on HIV and AIDS. Nairobi: Published by UNESCO.
Santrock, J.W. (2004). Educational Psychology. (2nd Ed.) Boston: McGraw Hill
Skinner C. E. (2003). Educational Psychology. (4th Ed.) New Delhi: Prentice Hall.
Nganyi, D. L., Nganyi, J. E., & Anangwe, J. (2015). Teachers’ Attitude towards Implementation of HIV and Aids Education in Secondary Schools of Hamisi Sub-County in Kenya. International Journal of Academic Research in Business and Social Sciences, 5(4). 285-296.
Copyright: © 2015 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
