Teacher Preparedness in the Implementation of Early Childhood Development Education in Kericho County, Kenya (original) (raw)
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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.
Purpose: The purpose of this study was to assess the implementation of the ECD Policy of the year 2006 with respect to provision of teachers and leaning materials in the ECDE centers in Siaya County, Kenya. Objectives: to investigate amount of funds that reach ECDE centres, find out effect of the received funds on the number of qualified teachers in ECDE centres and to establish effect of received funds on the availability of teaching and learning (T/L) materials and explore the quality of services offered in ECDE centres in the period 2013 to 2015. Hypothesis: HO 1 : Received funds have no significant effect on the number of qualified teachers employed in the ECDE centers in the period 2013 to 2015 in Siaya County. HO 2 : Received funds have no significant effect on the availability of Teaching and learning resources in the ECDE centers in the period 2013 to 2015 in Siaya County.
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...
The purpose of the study was to investigate the effect of Early Childhood Development (ECD) teacher training on learning process in classrooms in Kanyarkwat Zone, West Pokot County, Kenya. A descriptive survey research paradigm was used. The study was conducted in 14 ECD centres within the division. A sample size of 42 ECDE teachers was selected. All the head teachers of the selected ECDCs participated. The teachers were selected through simple random sampling. Data was collected using questionnaires, interview and observation schedules. Data analysis was done using descriptive statistics and presented thematically. It emerged that policy framework governing ECDE programme in Kenya was not being fully practiced in the zone. Most teachers had a certificate while a few had a diploma in ECDE. The training content was sufficient to make teachers competent. However, majority had never attended refresher courses since training. Moreover, most teachers did not enjoy harmonized terms and conditions of services, though the conditions of services were emphasized during inspection by DQASOs. The study recommended facilitation of ECDE teachers by educational officers, cooperation of parents, administration, community leaders and MOE to improve the working conditions of ECDE teachers.
2018
In Kenya, the County governments, through the county education boards are tasked with the responsibility of overseeing the operation and management of Pre-primary education programs. Despite the growing importance of Early Childhood Education programme, there is lack of schemes of service for ECDE teachers, low and irregular remuneration of preschool teachers thus adversely affecting the morale of these teachers. Teacher qualification is instrumental for quality learning, not only in pre-primary education but also in other levels. The study sought to examine the level of expertise of the staff implementing the policy on the management of public ECDE centers in Elgeyo-Marakwet County. This study adopted a descriptive survey research design and anchored on systems theory. The target population for this study comprised ECDE officials, all the head-teachers and teachers in all the public ECDE's in Elgeyo-Marakwet County. The study used stratified sampling to stratify Elgeyo-Marakwet County into sub-counties that form 155 ECDE schools from Keiyo North, 144 ECDE schools from Keiyo south, 118 ECDE schools from Marakwet East and 156 ECDE schools from Marakwet West. Simple random sampling was used to select the respondents for the study from the strata. Thus, 344 ECDE teachers and 172 head teachers participated in the study. The 5 ECDE officials were purposely included in the study sample. Data collection was done using a combination of sets of questionnaire, interview guides and checklists. Data was analysed using descriptive and inferential statistics. Chi-square test was used to find the relationship between the variables investigated. Data was presented using tables. The study established that majority of ECDE teachers had attained diploma qualification with a few who had attained master's degree. Majority (67.4%) of the respondents said that there was no implementation policy on level of expertise in the policy. Similarly, the study established that there existed a relationship between the level of expertise of the staff in implementing policies and the management of public ECDE centers in Elgeyo-Marakwet County government(χ2=762.066, df=45 and sig=0.001). The study recommends on the need for individual and collective efforts on the part of teachers to keep themselves abreast of any new development regarding pedagogy and any relevant aspects of teaching and learning so as to remain relevant in their career. This can be done by way of professional development through in servicing.
2018
The untrained Early Childhood Development<br> Education (ECDE) teacher tends to escape from<br> children's problems instead of dealing with them.<br> They do not know how to deal with different age<br> groups since they do not know what tasks to give<br> which group of children. The type of training<br> enables a teacher to escape the constraints of a<br> curriculum. Once this issue can be established,<br> preferably by research, it will ease the<br> inconsistencies in the ECDE teacher training in Kenya. The purpose of this study was to establish teacher<br> factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District.<br> This study was guided by the Learning Styles theory and adopted a descriptive survey design. The study<br> targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE<br> centres in the district. Simple rand...
The untrained early childhood development education (ECDE) teacher tends to escape from children's problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher's experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners' needs.
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...
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 ...