WORKING CONDITIONS AND TEACHER PERFORMANCE IN PUBLIC EARLY CHILDHOOD DEVELOPMENT EDUCATION CENTRES IN ANABKOI SUB COUNTY, KENYA

J. Sharon Kimaiyo, Moses Kapkiai, David Kiprop

Abstract


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 government to ensure that working conditions in public ECDE centres are improved for the purpose of improving teacher work performance and quality education. 

 

Article visualizations:

Hit counter


Keywords


working, conditions, teacher, performance, pre-primary school

Full Text:

PDF

References


Akyem N. (2010). Educational Administration Planning and Supervision. Lome: Totan.

Chepkonga, M. C. (2017). Influence of learning facilities on provision of quality education in early childhood development centers in Kenya. International Journal of Education and Research, 5(6), 131-139.

Echaune, M., Maiyo K. J., Poipoi M. & Atyang, N. (2017). Devolved Governance and Quality of Pre Primary Education in Busia County, Kenya. AJESS, 2, 1 – 8.

Gakii, C. M. (2003). Preschool teacher’s factors that influence the teacher-child relationship in Miriga-Mieru divisions, Meru Central District, Kenya. Unpublished MEd Thesis, Kenyatta University.

Khan, P. & Iqbal, M. (2012). Role of physical facilities in teaching learning process. Journal of Contemporary Research in Business, 4 (3), 210-216.

Lemaire, M. B., Amoah, D. F., Ntsiful, D. K., Micah, S. A. & Bonney, E. A. (2013). Early Childhood Education in Ghana: Perceptions of Stakeholders in the Western Region of Ghana. Journal of Education and Practice, 4(9), 1 – 13.

Mary, C. & Elishiba, Z. (2010). Conducted a study on Job Satisfaction in Educational Faculty, New York Teachers in the United Kingdom and California.

Moore, A. (2019). The Impact of Teacher Working Conditions and Beginning Teacher Support on the Retention of Beginning Teachers in High - Poverty School Districts. Doctoral Dissertation, Gardner-Webb University, USA.

Melly I. K. & Mwangi, B. N. (2018). Influence of Selected Factors on the Level of Implementation of Preschool Creative Activities Curriculum in Njoro, Nakuru County, Kenya. African Research Journal of Education and Social Sciences, 5(2), 15 – 25.

Mulei, N., Gatumu, R. & Wanjala G. (2016). The issue of class-size in schools, what we can learn from research Perspective and Prospects. Journal of African studies in Educational.

Ngasike, J. T. (2004). Teachers Use of Play as a Medium for Bridging Pre-primary Children’s Mathematical Experiences: A study of Kasarani Division, Nairobi. Unpublished Med Thesis: Kenyatta University.

Njeri, J. M. (2014). Impact of Instructional Materials on Performance of Number Writing Among Pre-School Children in Kamukunji District of Nairobi County. MED Project, University of Nairobi, Kenya.

Okongo, R. B., Ngao, G., Rop, N. K. & Nyongesa J. W. (2015). Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice, 6(35), 132 – 141.

Shakeel, N. & Aslam, A. (2019). Challenges Primary School Teachers Face in Implementation of Early Childhood Education: Teachers’ Perception. Journal of Early Childhood Care and Education, 3, 13 – 26.

Tayyab, M. A. (2010). Job Satisfaction in Educational Faculty. New York. John Wiley and Sons.

The Alliance for Excellent Education (2014, July). On the pathway to equity: Improving the effectiveness of beginning teacher. Retrieved from https://all4ed.org/reports-factsheets/path-to-equity/

Wangila, V. M. (2017). The Challenges Facing the Implementation of Early Childhood Development and Education Policy in Bungoma County, Kenya. Journal of Education and Practice, 8(15), 217 – 223.




DOI: http://dx.doi.org/10.46827/ejes.v8i5.3721

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 J. Sharon Kimaiyo, Moses Kapkiai, David Kiprop

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).