PRE-SCHOOL TEACHERS’ PERCEPTIONS OF THE INFLUENCE OF SELECTED INSTRUCTIONAL FACTORS ON PUPILS’ COMPETENCY SKILLS IN PUBLIC PRE-SCHOOL CENTRES IN KEIYO SOUTH SUB COUNTY, KENYA (original) (raw)
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2019
Early Childhood Development and Education (ECDE) refer to an educational programme and strategies which are geared towards children from birth to eight years of age. ECDE advancement is aligned to the global consensus which helps in development of children’s emotional, intellectual, social and physical well-being. The purpose of this study was to establish the influence of ECDE teacher professional qualifications on learning in early childhood development and education in public primary schools in Embu County, Kenya. ECDE teachers in 381 public primary schools in Embu County were targeted. Stratified random sampling was used to select the schools for the study from the five sub-Counties. The main tools for data collection were questionnaires, document analysis and observation schedule. Both qualitative and quantitative methods collected and analyzed data using SPSS programme. The study found that ECDE teacher professional qualifications had an effect on early childhood development a...
World Journal of Innovative Research, 2018
Pre-primary school learning experiences lays a strong foundation for pupils' later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for formal and lifelong learning including basic literacy and numeracy skills. Premised on this commonality, the purpose of this study was to establish pupils' academic achievement in literacy and numeracy on entry to standard one and whether pre-primary school learning experiences and teachers' level self-efficacy predicted pupil's literacy and numeracy achievement. The study also investigated pre-primary school learning experiences and teachers' self-efficacy's predictive value of standard one pupils' literacy and numeracy achievement. Free primary school in Kenya is mandatory for six year olds irrespective of their backgrounds. Pre-primary school education is therefore not a requirement for joining primary one (Standard one) class. In a typical standard one class in Kenya, one would expect pupils with unequal pre-primary school learning experiences. Teacher's self-efficacy equally could influence pupils' academic achievement. Two theories guided this study; Albert Bandura's self-efficacy theory (1982) and the Ecological Systems theory by Urie Bronfenbrenner (1979). Ex post facto research design was used to guide the study. Variables of the study included pre-primary school experiences, gender, teachers' self-efficacy and type of school. The study was conducted in Gucha District of Kisii County, Kenya. The target population was both public and private primary schools in the District. All standard one pupils and their teachers of the sample schools participated. Purposive and stratified random sampling techniques were employed. Eight (8) primary schools formed the sample of the study. A total of six public and two private schools formed the study sample. This was comprised of 16% of the population. The total sample was 154 pupils and eight (8) teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) programme was used to analyze data. Means and percentages were calculated and inferential statistics involved Analysis of Variance (ANOVA). ANOVA was used to test, H01, H02, H03 and H04 while H05 was analyzed using multiple regression. A P ≤ 0.05 level of significance was accepted. The findings of the study revealed that pre-primary school learning experiences together with teachers' level of self-efficacy significantly predicted pupils' literacy and numeracy achievement. One of the recommendations based on the study findings was that policy makers at both central and county governments should invest substantial resources in pre-primary school programmes in order to improve academic outcomes in primary school level to avoid investing too much too late.
International Journal of Current Aspects
Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study. The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; ther...
2020
The purpose of the study was to investigate teachers’ readiness on the implementation of the competency-based curriculum in private pre-schools in Keiyo North Sub-County, Nairobi City County. The study objective was to establish teachers’ readiness on the implementation of the competence-based curriculum in public pre-schools. The study adopted curriculum implementation theory and descriptive survey design. The target population was 38 public pre-schools, 38 head teachers and 320 pre-school teachers. Simple random sampling was used to select the sample which comprised 108 respondents, 96 pre-school teachers and 12 head teachers. Data was collected using questionnaires. The quantitative data was processed and analysed with the help of the SPSS software programme using Pearson product moment correlation. There was a positive influence of teacher readiness (r = .431) on implementation of competency-based curriculum. This implies that as the teacher readiness improved the on implementat...
European Journal of Education Studies, 2019
Learner readiness enhances academic achievement and predicts children’s performance in the near future. Children who are ready are less likely to experience behavioural and emotional problems and score higher in reading, mathematics and fine motor skills than those who are not ready. However, teachers are still struggling with learners from preschool who are not well prepared for grade one. This paper provides empirical evidence of the influence of teacher characteristics on learning readiness among 5-6 years old using data obtained from 356 pre-schoolers and 55 preschool teachers in public pre-schools in Kimilili-Bungoma Sub County, Kenya. The multiple regression analysis results indicate that selected teacher characteristics variables (age, years of schooling and number of workshops attended) are statistically significant in explaining variations in learning readiness among pre-schoolers. It is recommended that the Ministry of Education, County and Sub-County Education office and ...
2015
Early childhood educators are faced with many important tasks in their day to day activities which include caring, stimulating, and instructing for young learners. The implementation of these tasks require certain competences which the teachers must possess in order to be effective in discharging their duties and to provide for quality early childhood education. It has been observed that with respect to the pedagogical knowledge and skill competences, teachers of young learners still have a long way to go in learning how to handle young children especially in the way they relate curriculum content to children’s needs and experiences, integrate content across learning areas, and use of child-friendly approaches, methods, and techniques in teaching.. The study adopted a descriptive survey design. The sample involved in the study comprised 58 pre-school teachers randomly sampled from preprimary section of public primary schools in the five local government areas within Ibadan city. Two...
Frontiers of Contemporary Education
The purpose of this study was geared towards the analysis of the teacher’s preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedul...
European Journal of Education Studies, 2021
The aim of this paper is to investigate how working conditions in early childhood development education centres impact on teacher performance in Kenya. The study employed descriptive survey design. The target population involved 98 ECDE teachers who were selected using simple random sampling, stratified and purposive sampling techniques. The sample size 80 pre-primary teachers from three wards; Kapsoya, Kaptagat and Ainabkoi/Olare divisions. Questionnaires were used to collect data from head teachers and teachers and interview guide for one sub county ECDE officer. Quantitative data collected was coded and entered into SPSS and analysed using descriptive and inferential statistics. Results show that working conditions (r=0.418) had significant (p<0.05) influence on teacher work performance. The study concluded that devolving ECDE has had below average effect on pre-primary teacher work performance in Ainabkoi Sub County, Kenya. The study recommends that, there is need for county ...
Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis of the teacher’s preparedness, attitudes and use of the instructional resources in ECDE centers in Kenya. The research was based on the theory of curriculum innovations. The study adopted a descriptive survey design and was carried out in Bomet Municipality Zone, Bomet County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted to validate the tools and determine their reliability. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources. The major findings of the study showed that teachers were prepared in the use of IR; however, the status of the available materials in the centers was either inadequate, obsolete, dilapidated or unsuitable for use.