Teachers’ perception of the effectiveness of implementing the history and government curriculum in fostering patriotism, national cohesion, and unity in Kenyan secondary schools

Abstract

This study investigated teachers’ perceptions of the influence on the effectiveness of the history and government curriculum in promoting patriotism, national cohesion and unity. This study was guided by constructivist and social learning perspectives, which explain how teachers shape the teaching of civic values in the classroom. Constructivist thought regards learning as a process in which learners actively develop understanding through participation, discussion, and reflection. Within history and government, this means that teachers are expected to create learning environments that encourage enquiry, interpretation, and meaningful engagement with national issues. Social learning theory adds that learners also develop attitudes, values, and patterns of behaviour by observing role models, receiving guidance, and responding to reinforcement. In this context, teachers become central agents in transmitting civic ideals such as patriotism, national cohesion, and unity. Anchored in a pragmatic research paradigm, the study employed a mixed-methods approach within a descriptive survey design, utilising a sequential explanatory framework to integrate both quantitative and qualitative data. The study was conducted in 210 secondary schools in Kakamega County, selected through stratified and simple random sampling techniques to ensure representation of school categories. The target population comprised secondary school history and government teachers and students in Kakamega County. Data were collected using structured questionnaires for students and teachers, semi-structured interviews for key informants, classroom observations, and document analysis of lesson plans and curriculum materials. Instrument validity was ensured through expert review, while reliability was established using pilot testing and statistical measures. Quantitative data were analysed using descriptive statistics (means, frequencies, and standard deviations) and inferential techniques including correlation, regression analysis, and Principal Component Analysis (PCA) to determine relationships among variables. Qualitative data were analysed thematically and used to triangulate and explain quantitative findings. The results indicated that the effectiveness of the History and Government curriculum in promoting patriotism, national cohesion and unity is influenced by teachers’ perceptions. Teachers greatly affect how students learn civic principles and values, thanks to their own opinions, interests, beliefs, perceptions, and practices. The finding was guided by teachers’ perceptions as a central lens for evaluating the effectiveness of the History and Government curriculum in promoting patriotism, national cohesion, and unity through classroom instruction. Educators in many contexts recognise the subject’s strong civic potential. However, a range of factors beyond their control often limit its effective implementation. To empower teachers to deliver history and government education that genuinely advances national unity and civic identity, it is essential to address these challenges through curriculum reform, targeted professional development, and improved instructional support. Teachers' perceptions were lower at 3.8090, suggesting potential areas for improvement in their views on curriculum effectiveness. The relevance of the curriculum received a mean score of 3.8120, indicating that while it is seen as somewhat relevant, enhancements, such as more resource allocation and diversification of the pedagogy, are needed. Based on the findings, the study recommends that more teachers be educated in modern learning approaches and be deployed to teach history and government in secondary schools.