Factors influencing pre-school teachers' attitude towards child-centred and teacher-centred teaching methods in Nairobi, Kenya
Ndegwa, Mary Wamuyu
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This study aimed at investigating factors that influence pre-school teachers' attitudes towards child-centered and teacher-centered teaching methods in Nairobi. From the literature review, it is clear that proper methods should be used to train children to become inquisitive, independent, emotionally mature and people who can make sound judgements. The recommended teaching method at pre-school level is child-centered teaching method. This study employed an ex post facto descriptive design using survey and observation research methods. It was conducted in Langata and Makadara educational zones of Nairobi Province, Kenya. The two divisions were cluster-sampled and included all teachers within the randomly selected schools. The population was 447 pre-school teachers, and a sample of 162 was used in this study. The main instrument used was a questionnaire that was divided into 3 parts. The data were analysed using T-test and Spearman Rho Correlation Matrix. The results revealed that there are two methods used by pre-schools teachers: teacher-centred and child-centred teaching methods. Teachers' choice of the teaching methods is influenced by her academic level where the higher the level of the teachers' education, the more favourable they are towards child-centred teaching methods. The results also showed that as teachers' ages advance, teachers' attitudes also change from teacher-centred to child-centred. Training helps to shape pre-school teachers' attitudes from teacher-centred to child-centred teaching method. The results revealed that trained teachers are more favourable to child-centred teaching methods than untrained teachers who prefer teacher-centred teaching methods. Results showed teachers with more years of experience prefer child-centred teaching methods than teachers with less years of teaching experience.