Perception of Teachers on the Use of Hidden Curriculum in Classroom Management to Meet the Psychosocial Needs of Learners in Middle Primary School in Migwani, Kitui County, Kenya

##plugins.themes.academic_pro.article.sidebar##

Published Jul 21, 2025
https://doi.org/10.71064/spu.amjr.10.1.2025.391
Download
PDF
Statistic
Vol. 10 No. 1 (2025): African Multidisciplinary Journal of Research

##plugins.themes.academic_pro.article.main##

Tina Mueni Vundi
Daystar University
Mworia Wamutitu
Egerton University

Abstract

The purpose of this study was to investigate the perception of teachers on the use of hidden curriculum in classroom management to meet the psychosocial needs of learners in middle primary school in Migwani, Kitui county, Kenya. Formal curriculum broadly aligns with organized, institutionalized learning models such as learning seen in schools, whilst informal learning describes the everyday learning that people experience throughout their lives, and which can go easily unrecognized. The hidden curriculum is widely acknowledged as a blend of both formal and informal educational elements, deriving its unique characteristics from their interaction. A non-formal curriculum can work alongside the formal curriculum and can possess some characteristics of formal systems, such as following institutionalized frameworks, policies and outlined rules which help to teach ethics and morals to the students. This study used Stratified and purposive sampling to select the sample for the study. The sample comprised of 116 class teachers of class 4 and 5. The target population was 473 teachers in 63 public primary schools in Migwani sub-county. Data was collected by use of class teacher perception questionnaire. The reliability coefficient of the instruments was accepted at 0.89 using Cronbach alpha coefficient. The objective of the study was to assess class teacher management skills in the classroom context to meet psychosocial needs of learners. Factors such as: Teachers positive attitude, teachers’ perception of learner’s psychological needs, and teacher’s professional ethics, were found out to influence ways in which psychological needs of learners were met in a class. The study recommended that there is need for class teachers to Clearly articulate classroom norms, behaviors, and expectations to ensure all students understand the implicit aspects of the learning environment. Finally, the study saw it fitting for teachers to implement structured class meetings which can provide a platform for students to express their thoughts and concerns, fostering a sense of community and belonging. This approach will not only address immediate psychosocial needs but also equips students with essential life skills.

##plugins.themes.academic_pro.article.details##

How to Cite
Vundi , T. M. ., & Wamutitu, M. (2025). Perception of Teachers on the Use of Hidden Curriculum in Classroom Management to Meet the Psychosocial Needs of Learners in Middle Primary School in Migwani, Kitui County, Kenya. African Multidisciplinary Journal of Research, 10(1), 131–149. https://doi.org/10.71064/spu.amjr.10.1.2025.391

References

  1. Apple, M. W. (1982). Education and Power. Boston: Routledge & Kegan Paul.
  2. Anaya, J. F. (2023). Teacher authority and the hidden curriculum in the classroom: A
  3. comparison of a municipal school, an independent school, and an international school in Sweden. Stockholm University, Department of Education.
  4. Alnajjar, E. A. M. (2021). The Impact of a Proposed Science Informal Curriculum on Students’ Achievement and Attitudes During the Covid-19. International Journal of Early Childhood Special Education (INT-JECSE), 13(2), 882–896.
  5. Alsubaie, A. (2015). Hidden Curriculum as One of Current Issue of Curriculum. Journal of Education and Practice, 33 (6), 172-200.
  6. Beachum, F., McCray, C., Yawn, D., &Obiakor, E. (2013). Support and importance of character education: Pre-service teacher perceptions. Journal of Education, 133(4), 470-480.
  7. Bunyi, G. (2013).The quest for quality education: the case of curriculum innovations in Kenya. European Journal of Training and Development, 37 (7), 678 – 691.
  8. Brown, P. (2015). Intertwining School Culture and Hidden Curriculum: A Positive
  9. Influence on Young Adolescents. North Carolina Association for middle level journal, 29(1) 1-10
  10. CREATE (2015). Educational Access in Nigeria: Country Policy Brief. University of Sussex: CREATE project.
  11. Craig, J. (2020). School Culture: The Hidden Curriculum. Virginia: WETA Public Broadcasting.
  12. Creswell, J. (2010). Research design: Qualitative, quantitative, and mixed methods approaches, (3rd ed.). Thousand Oaks, CA: Sage.
  13. Collie, R. Shapka, J.& Perry, N. (2011). Predicting teacher commitment: The impact of School climate and social-emotional learning. Journal of Psychology in the Schools,48,(10) 1034-1048.
  14. Çubukçu, Z. (2018). The effect of hidden curriculum on character education process of primary School students. Journal of Educational Sciences: Theory & Practice, 12(2),1526-1534.
  15. Debbie, J. (2015) Value of Hidden Curriculum. Port of Spain, Trinidad &Tobago: Guardian Medial Limited
  16. Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Journal of Education and Urban Society, 42(4), 407-429.
  17. Edmund, S. (2013). Hidden curriculum: Does it matter in a Ghanaian school setting,International Journal of Humanities and Social Sciences, 7 (1), 36-46.
  18. Emmer, S., Edmund, T., Edward, J., &Sabornie, C. (2014). Handbook of Classroom Management.London: Routledge.
  19. Giroux, H. A. (1993). Living Dangerously: Multiculturalism and the Politics of Difference. New York: Peter Lang Publishing.
  20. Gorard, S. (2011). The value-added of primary schools: what is it really measuring?' Educational Review 60 (2), 179-185
  21. Gunio, M. J. D. (2021). Determining the Influences of a Hidden Curriculum on Students’ Character Development Using the Illuminative Evaluation Model. Journal of Curriculum Studies Research, 3(2), 194–206
  22. Jerald, C.D. (2020). School Culture: The Hidden Curriculum. Washington, DC: The Centre for
  23. Comprehensive School Reform and Improvement.
  24. Lake, K. (2011). Character education from a children's rights perspective: An examination of Elementary students' perspectives and experiences. International Journal of Children's Rights, 19(4), 679-690.
  25. Levingston, J. (2010). Sowing the seeds of character: The moral education of adolescents in Public and private schools. Tehran: Madrese Publication.
  26. Ministry of Education Science and Technology (2014). republic of kenya national
  27. education sector plan Volume One: Basic Education Programme Rationale and Approach 2013/2014 – 2017/2018
  28. Ministry of Education Science and Technology (2015). Kilemi Mwiraria Taskforce Report on
  29. Affordable Secondary Education in Kenya. Republic of Kenya, Nairobi.
  30. McLaren, P. (1990). Schooling as a Ritual Performance: Towards a Political Economy of Educational Symbols and Gestures. New York: Routledge.
  31. Moroye, C. (2010). Complementary curriculum: the work of ecologically minded teachers. Journal of Curriculum Studies, 41 (6), 789-811.
  32. Moore, A. (2015). Understanding the School Curriculum: Theory, Politics and Principles.New
  33. York: Routledge.
  34. Mirk, P. (2012). Evaluating teachers on the hidden curriculum. Retrieved from http://www. Whole
  35. child education.org/blog/evaluating-teacher on the hidden-curriculum
  36. Mutie E.& Ndambuki, P. (2011). Guidance and counseling in Schools and Colleges. Nairobi: Oxford University Press.
  37. Noah De Lissovoy, N. (2012). Education and violation: Conceptualizing power, domination, and
  38. agency in the hidden curriculum. Race, Ethnicity, and Education, 15(4,), 463-48.
  39. Otewa, J. (2016) Using Hidden Curriculum Principles in Teaching Character Education Kenya:
  40. Baraton interdisciplinary Research Journal, 172 (6) 120-126.
  41. Omondi, K. O. & Doto, D. (2023). Contribution of hidden curriculum on students’ discipline in
  42. public secondary schools in Kigoma District. Journal of Research Innovation and Implications in Education, 7(3), 177 – 190
  43. Rosen, J. (2015). Noncognitive skills in the classroom: New perspectives on educational research. Research Triangle Park: NC.
  44. Sager, M.(2013). Understanding the Hidden Curriculum: Connecting teachers to themselves, their students, and the earth. Leadership for Sustainability Education ComprehensivePapers.http://pdxscholar.library.pdx.edu/lse
  45. Soland, J., Hamilton, L.,& Stecher, B. M. (2015). Measuring 21st century competencies: Guidance for educators. Santa Monica, CA: RAND Corporation.
  46. Tin-Yau Lo, J. (2012). Curriculum changes and their implications for the development of
  47. Citizenship: A comparative study of the primary social education curricula of Hong Kong and Shanghai. Chinese Education and Society, 45(2), 75-95
  48. Wear D,& Skillicorn J.(2011). Hidden in plain sight: The formal, informal, and hidden
  49. curricula of a psychiatry clerkship. Acad Med. 84(4),451–458.
  50. World Bank (2014). Abolishing School Fees in Africa: Lessons From Ethiopia, Ghana,
  51. Kenya, Malawi and Mozambique. Washington DC: World Bank.