Teacher related factors influencing use of instructional resources in teaching reading skills in pre-primary schools in Imenti North Sub-County, Kenya
Kaaria, Joyce Kagwiria
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Pupils' reading ability form an essential support upon which all formal education grow. Reading literacy abilities in the early days have been recognized as key issue which basically determines pupils' achievement in school. Development of better pupils reading and writing abilities is accomplished once early childhood programmes are planned in a way that endorse reading and writing abilities. Reading attainment among pre-primary school pupils in Imenti North Sub-County have been falling down recently. This study purposed to establish teachers' use of appropriate instructional resources for teaching reading skills in pre-primary schools in Imenti North Sub County. The study utilized a correlation research design using descriptive survey method. The target population was all the 81 preprimary schools attached to primary schools in the sub-county. Purposive sampling technique was used to choose Imenti North sub-county. The research was carried out on all the 81 of the pre-primary schools. Data was collected using a questionnaire and an observation checklist. Data was organized and summarized using descriptive statistics including frequencies and percentages arid presented using tables and texts. Quantitative data was analyzed using chi-square test. Major revelations were that: teachers in pre-primary schools preferred using chalk boards and textbooks. Majority of teachers 'in pre-primary schools received moderate training since they were found to be certificate holders and training was found to have 'no significant relationship with teachers' use of instructional resources in teaching reading skills. There was low teachers motivation. It was concluded that there exist significant relationship between the level of motivation and their 'teaching reading skills at pre-primary schools. It was also concluded that there existed significant 'relationship between the levels of teaching experience and teachers use of instructional resources in teaching reading skills. It was recommended that the Ministry of Education Science and Technology to carry out training for teachers on the use of instructional resources in order to promote reading literacy among school going children. For further research it was recommended that a study covering a larger population; the whole county or the whole country be conducted to establish teachers' readiness to use of instructional resources in lower primary- schools which is the establishment of formal education.