Determinants of Performance of Teacher Trainees in Early Childhood Development and Education in Kisumu Central Sub-County, Kenya
Teacher preparedness is one of the basic requirements which enable teacher trainees to engage themselves successfully in their daily teaching activities. Teacher training determines the child's success in school, and eventual career development. The purpose of this study was to establish if there were factors responsible for the poor ECDE teacher trainees' performance in Kisumu Central Sub-county, Kisumu County. The objectives that guided the study were to: find out the performance trends of ECDE teacher trainees in KNEC examinations from the year 2009 to 2013, establish the influence of ECDE teacher trainers' qualification on their students' performance in KNEC examinations, determine the influence of the availability of teaching/learning materials on the performance of ECDE teacher trainees in KNEC examinations, find out the influence of teacher trainees teaching experience on their performance in KNEC examinations and establish the influence of the entry qualifications of ECDE teacher trainees on their performance in KNEC examinations. Descriptive research design was used to address the problem under study. The two college principals, all the teacher trainees and teacher trainers in the sub-county participated in the study. Data was collected using questionnaires and document analysis. The content validity of the research instruments was determined through consultation with the two supervisors to ensure the instruments addressed all the objectives. The reliability of instruments was determined using the test-retest method. The correlation between the tests was found to be 0.89 for teacher trainers' questionnaire and 0.92 for the principals' questionnaires using the Pearson's product moment formula. The data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics used were measures of central tendencies, frequency distributions and percentages. The inferential statistics used Pearson Product Moment Correlation Co-efficient, simple regression, ANOVA and chisquare to establish whether there was any significant relationship between variables. Data collected was coded and analyzed using the Statistical Package for Social Sciences (SPSS) version 16.0 software. The major findings includes: From the year 2009 to 2013 a total of 1518 teacher trainees had done their diploma ECDE examination in which no student had a distinction and a total of 299 and 28 had referral and fail respectively. The general performance of teacher trainee in KNEC had a positive trend with general positive index from the year 2009 to 2013. The study further found that the ECDE teacher trainers' professional qualification and the length taken by the ECDE teacher trainees in their Teaching practice did not have a significant contribution toward the teacher trainees' performance in KNEC examination. However the availability of teaching/learning material and teacher trainees' entry grade made a significant contribution towards the teacher trainees' performance in KNEC examination. Because a number of issues were not comprehensively covered due to the study's wide range of limitations, the study recommends that another study be conducted in another location to confirm these findings and investigate whether the findings have any implications with Kenyan pre-primary teacher training programmes.