Teachers play a critical role in the implementation of the English curriculum. They ensure that syllabus is adequately covered and that pupils register impressive academic grades in internal and national examinations. This study assessed the influence of teacher factors on the implementation of the English curriculum in public primary schools in Jarajilla Division, Garissa County, Kenya. The study was guided by the instruction and the Curriculum Implementation Theories. It applied mixed methods approach and explanatory sequential design which involved collecting, analyzing, and mixing both quantitative and qualitative methods. Questionnaires were used to collect data from pupils whereas interview schedules were used to collect data from teachers and head teachers. Data analysis began by identifying common themes from the respondents’ description of their experiences. Qualitative data was analyzed thematically along the objectives and presented in narrative forms whereas quantitative data was analyzed descriptively using frequencies, percentages, mean and standard deviation as well as inferentially using ANOVA Test Analysis. The study established that teacher factors positively influenced the implementation of English curriculum in public primary schools. It thus recommended that English teachers should undertake refresher courses to acquire emerging strategies on how to implement English curriculum.
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