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Browsing by Author "Murungi, Catherine Gakii"

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Academic Staff Attitude towards Open Access Outlets in Disseminating Research Findings in Selected Universities in Kenya
(International Researchers, 2017) Mutwiri, Caroline; Karia, Mathew; Murungi, Catherine Gakii
This study sought to establish the attitude of academic staff towards Open Access (OA) outlets. A descriptive research design was chosen for the study to describe the attitude of academics with regard to the outlets. The study was carried out in selected chartered private and public universities in Kenya.A total of 15,000 academic staff formed the study population from which a sample of 381 was drawn using stratified random sampling technique to select respondents from various universities. A questionnaire was designed for academic staff containing both open and closed ended questions. The study established a negative attitude of academic staff towards OA outlets. They were of the view that works published in conventional print journals were more recognized than those published in OA outlets and that OA outlets quality was lower than that of renowned print journals. Academics were also skeptical over the rigorous of review mechanisms for OA outlets. Therefore, their conservative preference for traditional outlets over newer publishing avenues was evident from their responses. The study recommend campaigns to enlighten the academic staff to recognize legitimacy and quality standard of OA outlets.
Children Health Needs and It’s Influence on Pre-School Education Enrolments
(International Researchers, 2012) Murungi, Catherine Gakii
Available literature shows that in Kenya enrolment of children in pre-school education is low. It is believed that failure to adequately meet children’s health needs might be leading to the children’s low enrolment in pre-school education and in other levels of education. It is for this reason that this study is designed; to establish and document children’s health needs in relation to low enrolment especially in Imenti North District where 52% of pre-school children do not attend pre-school and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study is to establish the relationship between children’s health needs and enrolment in pre-school. The study has used a correlation design employing a survey method. The independent variable is health status. The dependent variable is children’s enrolment in pre-school. The sample size of 390 parents is selected and used in the study. Children’s households are systematically sampled whereas Imenti North District is sampled purposively. Miriga Mieru West Division is selected due to its high population of pre-school age children (78,201) in comparison to other divisions in the district such as; Miriga Mieru East with 64,117, Timau with 55,292 and Buuri with 45,610 as well as its low preschool enrolment rates (64%). The study has used a questionnaire for parents and anthropometric tools for data collection. The researcher administered the questionnaire to parents of pre-school children both with children not attending and children attending pre-school. The t-test (two tailed) for testing equality of means for independent samples is used to test the hypothesis (H02) A t-test (two tailed) for independent samples found no relationship between health status and enrolment in pre-school. This study concludes that basic needs are important and unless they are met we will continue to have large numbers of children not attending the pre-school education continuing to increase.
Children's basic needs and enrolment in Early Childhood Education in Miriga Mieru West Division of Imenti North District, Kenya
(2012-02-16) Murungi, Catherine Gakii
Human beings spend a great deal of time working to towards provision of their basic needs. Provision of such basic needs is particularly important not only to adults but also to pre-school children. Available literature shows that in Kenya enrolment of children in pre-school is low. It was believed that failure to adequately meet basic needs such as food, household size, and health status might have led to the children's low enrolment in pre-school education and other levels of education in Miriga Mieru West Division of Imenti North District. It was for this reason this study was designed; to establish and document factors related to this low enrolment especially in Imenti North District where 52% of pre-school children do not attend pre-school and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study was to establish the relationship between provision of children's basic needs and enrolment in pre-school. The study used a correlation design employing a survey method, since the target population was large. The independent variables included food, household size, and health status. The dependent variable was children's enrolment in pre-school. The target population for this study comprised 78, 201 children of pre-school age going from whom an actual sample size of 390 children was selected and their parents participated in the study. Children's households were systematically sampled whereas Imenti North District was sampled purposively. Miriga Mieru West Division was selected due to its high population of pre-school age children (78,201) in comparison to other divisions in the district such as; Miriga Mieru East with 64,117, Timau with 55,292 and Buuri with 45,610 as well as its low pre-school enrolment rates (64%). The study used a questionnaire for parents and anthropometric tools for data collection. During pilot study, a test-retest was done to refine the instrument and determine its reliability. Cronbach's alpha correlation was used to compute the correlation coefficient; the Alpha Coefficients of the instrument were 0.88 and 0.98 starting with the lowest going to the highest. The researcher administered the questionnaire to parents of pre-school children both with children not attending and children attending pre-school. Collected data were analyzed using quantitative methods. Data derived from the open-ended questions were analyzed using descriptive statistics such as percentages, means and standard deviations whereas the t-test (two tailed) for testing equality of means for independent samples was used to test Hot, Hoe and H04 while Pearson Chi-square(x2) for testing the relationship between variables was used to test Ho3. So as to establish the relationship between variables at 0.05 significant level. A t-test (two tailed) for independent samples found no relationship between household size, health status and enrolment in pre-school. But it established a relationship between the number of meals consumed in a day and enrolment in pre¬school. The results of the Pearson Chi-square (x2) test showed that there is a relationship between nutritional status in terms of wasting, stunting and enrolment in pre-school. It also showed that there is no relationship between nutritional status in terms of underweight and enrolment in pre-school. The study recommends that the government needs to subsidize pre-school education costs so that more children can enroll in pre¬schools. This study concludes that basic needs are important and unless they are met we will continue to have large numbers of children not attending pre-school continuing to increase.
Class size and the Acquisition of reading skills among Grade III pupils in Kenyenya Sub- County, Kenya
(International Researchers, 2017-09) Ogetange, Teresa Binsari; Murungi, Catherine Gakii
Reading skills forms the basis upon which all other learning and academic skills are based. Early acquisition of reading skills among pupils forms the foundation upon which language and literacy learning is built. Developing children’s reading skills remains a major concern of many governments’ worldwide and important international Agencies. Whereas an incredible rise in enrolment has been realized at primary school levels due to free primary education in Kenya, still a big number of pupils have low levels of reading skills. This study intended to assess the influence of class size on acquisition of reading skills among Grade III pupils in Kenyenya Sub-County. This study was guided by the Group Dynamics Theory developed by Kurt Lewin in 1943. This study adopted a descriptive survey research design targeting all the Grade III pupils, their class teachers and head teachers of all 77 public primary schools in Kenyenya Sub-County. Purposive and stratified random sampling techniques were used in selecting a 30% sample that participated in the study. Questionnaires, interview guides and observation schedule were used to collect Data. Quantitative data was analyzed thematically while quantitative data was analyzed descriptively. The study outcomes revealed that most public primary schools had large enrollments with over 40 pupils in a class. The results also showed a significant relationship (p-value=0.000<0.05) between class size and acquisition of reading skills. The study concluded that class size has an influence on how pupils acquire reading skill which has a great effect on their overall academic achievement. This study recommended that the government of Kenya through the ministry of education should come up with a policy of reducing the class sizes by employing more teachers.
Does the use of ICT empower teachers to teach mathematics better? A case of lower primary teachers in Mombasa
(Public Knowledge Project, 2018-04) Ashiono, Benard; Mwoma, Teresa; Murungi, Catherine Gakii
This article reports on a study that sought to establish whether the use of ICT in the classroom empowered teachers to teach mathematics better. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The study found that ICT was capable of empowering teachers to teach mathematics better. It was recommended that teachers be supported in their use of ICT in teaching mathematics.
Early Childhood Education for the Pre-School Age Going Children: The Issue of Low Enrolments in Kenya
(Journal of Education and Practise, 2012) Murungi, Catherine Gakii
There is a continuous trend of low enrolments of children in Early Childhood Education Centers in Kenya. Failure to adequately meet pre-school children’s basic needs such as food, water and health care has resulted to low enrolment of children in the pre-school centers. As a consequence we have swelling numbers of children not enrolled in the Early Childhood Education.
Effects of Curriculum on Transition to the World of Work for Learners with Intellectual Disability in Special Schools of Nakuru County, Kenya
(Academic Hosting & Event Management Solutions, 2018) Maina, Hannah Njeri; Muthee, Jessina; Murungi, Catherine Gakii
The purpose of the study was to investigate transition plans in the curriculum of learners with intellectual disability in special schools in Nakuru County, Kenya. The researcher adopted the Piaget’s theory that deals with the nature of knowledge itself and how human beings acquire, construct, and use it. The study was conducted at Nakuru Hills and Pangani Special Schools for the learners with intellectual disability in Nakuru County. The target population was teachers and parents of learners with intellectual disability in public schools. This consisted of a total of two hundred and twenty eight respondents where there were 2 Head teachers, 30 teachers, and 196 parents. The sample consisted of thirty two (2 head teachers, 10 teachers and 20 parents) for the study. The researcher conducted a purposive sampling of schools and head teachers and simple random sampling of the teachers and parents for equal chances of inclusion in the sample. The quantitative data collected was analyzed using simple descriptive statistics by percentages. The main findings were that a curriculum existed though with inadequate teaching and learning resources aimed at preparing the learners for life after school, majority of the teachers teaching in those schools were not specially trained in the area of intellectual disability and lacked an inter disciplinary transition teams in the schools. The study recommends that the government through the Ministry of Education, Science and Technology, pay attention to current and future needs of learners with intellectual disability to enable them transit from school to work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for transition. The study recommends another study be done to investigate government’s involvement in facilitating transition of the learners with special needs and disability in the special schools
Extent to Which Pre-School Teachers Use Games and Activities in Teaching Mathematics
(International Researchers, 2017-06) Njoroge, Antony Fredrick Gitau; Murungi, Catherine Gakii
Basic early childhood mathematics is broader and deeper than mere practice of counting and adding. The purpose of this study was to determine the extent to which pre-school teachers use mathematics games and activities in teaching mathematics. This study employed a descriptive survey design. Stratified sampling technique was used to ensure proper representation of the whole region. Standardized formula was used to arrive at a sample size of 29 pre-school teachers. Data was then analyzed using descriptive statistics such as frequency, percentages, means and mode. Tables were used to present the results. The findings indicated that the utilization of games by teachers in teaching mathematical concepts was below average since the overall mean for all games was below average, and also that teaching objectives in mathematics could not be achieved through selection of the right games to achieve a specified objective. The study recommended that workshops and seminars be organized for the training and of teachers in game-based teaching, so that they can be in a position to select the appropriate games for each math activity.
Influence of Instructional Strategies on Pre-School Children Transition to Lower Primary school. A case of Kikuyu Sub- Urban, Kenya
(IJLHSS, 2017) Onyango, Nabwire C.; Murungi, Catherine Gakii
Transitions are preordained phenomena in the lives of children in the process of growth and development. Various attempts to enhance transition from pre-school to lower primary school have led to various effects on the way pre-school teachers have designed approaches and strategies to accomplish the desired effective transitioning. Nevertheless, the efforts made have not always led to expected results in transitioning. Therefore this study seeks to assess the preparedness of primary school teachers in transitioning preschool children to lower primary education in Kikuyu sub-county. This study sought to find out the influence of available instructional strategies used by lower primary teachers to enhance smooth transitioning of preschool learners to lower primary. To achieve this purpose, a sample of 48 respondents was randomly selected for the study. Questionnaires for teachers and interview guides for head teachers were the major instruments used to collect data. Reliability of the instrument was established through split-half method. The result of the analysis revealed that singing, reading and numbering as the mostly used strategies by teachers to enhance smooth transitioning of preschool children to lower children.
Introduction of Life Skills Curriculum and the Influence of Teacher Related Factors on Its Implementation in Pre-Primary Schools in Ainamoi Division, Kericho County, Kenya
(International Researchers, 2018-06) Birgen, Dinah Chebii; Murungi, Catherine Gakii
Life Skills are coping skills that enhance the quality of life and prevent dysfunctional behaviour. One of the most important objectives of education is the socialization of the individual. The school is a socializing agency, while curriculum is a tool used to address challenges and emerging concerns of society hence constant effort is needed to make this tool useful and to evaluate its effectiveness. Life skills were introduced in Kenyan school curriculum to help address challenges and concerns of society. Children face challenges that include gender bias, early sexual debut, drug and substance abuse, rape and exposure to Human Immunodeficiency Virus leading to Acquired Immunodeficiency Syndrome. Introduction of pre-primary school Life skills curriculum could help address some of these challenges. However since life skills curriculum was introduced, no documented study has been carried out so far on pre-primary school level to identify factors influencing its implementation. This paper presents findings from a study that was done to determine factors influencing introduction and implementation of pre-primary school life skills curriculum. The study revealed that some of the reasons why life skills curriculum was introduced are; to inculcate moral values among children at an early age, to provide them with protective skills in response to every day challenges and to enable them to be responsible in making appropriate choices on issues affecting safety and related aspects. The study further revealed that the curriculum meets the needs of learners; teachers have a positive attitude towards life skills curriculum and that school administrators support its implementation. However, Results from the study found that adequate preparation was not carried out before life skills curriculum was implemented hence implementation is hampered by inadequate teaching/learning resources and that teachers were not adequately prepared to implement pre-primary school life skills curriculum.
An Investigation of the Extent to Which Children's Housing Needs Are Met Among Pre-School Age Going Children and Pre-School Education in Meru County Kenya
(International Journal of Professional Practice, 2012) Murungi, Catherine Gakii
It was believed that failure to adequately meet housing need might have contributed to the children's low participation in pre-school education and other levels of education in Miriga Mieru West Division of Imenti North District. It was for this reason this study was designed; to establish and document the extent to which children's housing need was met especially in Imenti North District where 52% of pre-school age going children do not participate in pre-school education and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study was to establish the relationship between household size and participation in pre-school education. The independent variable was household size. The dependent variable was children's participation in pre-school education. The target population for this study comprised 78,201 children of pre-school age going from whom an actual sample size of 390 children was selected and their parents participated in the study. Children's households were systematically sampled whereas Imenti North District was sampled purposively. The researcher administered the questionnaire to parents of pre-school age going children with children not participating and children participating in pre-school education. The t-test (two tailed) for testing equality of means for independent samples was used to test H01 A t-test (two tailed) for independent samples found no relationship between household size and participation in pre-school. This study concludes that housing need is important and unless it is met we will continue to have large numbers of pre-school age going children not participating in pre-school education continuing to multiply.
Job Preparedness Constrains among Learners with Intellectual Disability in Nakuru County, Kenya
(2018) Maina, Hannah Njeri; Muthee, Jessina; Murungi, Catherine Gakii
The purpose of the study was to investigate preparedness of learners with intellectual disability for transition from special schools to work in Nakuru County, Kenya. The researcher adopted the Piaget’s theory that deals with the nature of knowledge itself and how human beings acquire, construct, and use it. The study was conducted at Nakuru Hills and Pangani special schools for the learners with intellectual disability in Nakuru County. The target population was teachers and parents of learners with intellectual disability in public schools. This consisted of a total of two hundred and twenty eight respondents where there were 2 Head teachers, 30 teachers, and 196 parents. The sample consisted of thirty two (2 head teachers, 10 teachers and 20 parents) for the study. The researcher conducted a purposive sampling of schools and head teachers and simple random sampling of the teachers and parents for equal chances of inclusion in the sample. The quantitative data collected was analyzed using simple descriptive statistics by percentages. The main findings were that transition from school to work in the special schools is not given much attention hence having over aged learners in the school. The study also found out that lack of a inter disciplinary transition teams in the schools and inadequate teaching and learning resources aimed at preparing the learners for life after school hindered proper preparation of the learners for transition. The study recommends that the government through the Ministry of Education, Science and Technology, pay attention to the current and future needs of learners with intellectual disability to enable them prepare to join the world of work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for the world of work after their education. The study recommends another study be done to investigate government’s involvement in facilitating job preparedness for learners with special needs and disability in the special schools Key words: Adolescent, Adult, Curriculum, Education, Intellectual disability, Mental retardation, Learner with intellectual disability, Special school, Transition, Vocational skills
Module: Human learning (ECE Undergraduate ) Institute of Open and Distance e-Learning (ODeL). Kenyatta University. Kenya.
(Kenyatta University Press, 2011) Murungi, Catherine Gakii; Mweru, M.
Number of Meals Consumed by the Pre-School Age Going Children and Its Relationship to the Status of Pre-School Attendance in Kenya
(2012) Murungi, Catherine Gakii
This survey research studied the number of meals that children consume in a day and their school attendance. The study is a correlation study employing a survey method with a sample of 390 children whose parents participated in the study. The main objective of the study was to establish the number of meals that pre-school age going children in Kenya consume in a day. The study is conducted in five Kenyan divisions. The researcher utilized a questionnaire to parents of pre-school age going children with children attending and children not attending pre-school education. The t-test (two tailed) for testing equality of means for independent samples was used to test H01. This study concludes that A t-test (two tailed) for independent samples found a significant relationship between the number of meals consumed in a day and attendance in preschool.
Parents’ Child Preference for Education in Imenti North County, Kenya
(2013-02) Murungi, Catherine Gakii
This paper explores the parents’ child preference for education of pre-school age going children in Miriga Mieru West Division of Imenti North County, Kenya. To establish this parent’s demographic information on marital status, religion, age, education level and child preference was collected. The findings are discussed in this paper
Physical facilities and strategies used by teachers to improve pupils’ performance in social studies in Makueni County, Kenya
(2018) Makau, Mathias Wambua; Murungi, Catherine Gakii; Mutwiri, Caroline
The purpose of this study was to find out the classroom learning environment on lower primary school pupils’ performance in social studies in lower primary schools in Kibwezi zone in Makueni County, Kenya. The study aimed at determining the availability and use of physical facilities on pupils’ performance in social studies in lower primary schools in Kibwezi zone, Makueni County, Kenya and farther determines the strategies used by teachers to improve pupils’ performance in social studies in the same study area. The study was guided by ecological model by Urie Brofenbrenner which focuses on child development within context of systems of relationship that form the child environment into five layers. The study employed descriptive survey design. The independent variable was classroom learning environment while dependent variable was pupils’ academic performance in social studies. The study targeted all pupils and teachers in lower primary schools in Kibwezi zone. Purposive sampling was used to select location of the study while stratified random sampling and simple random techniques were used to select categories of schools and lower primary school teachers to be involved in the study. The sample comprised of all lower primary school pupils in the sampled schools. Data was collected using questionnaires and observation schedules. Content validity was used to ensure validity of the instruments. Test- retest method was used to evaluate reliability of the instruments. Data was analyzed using descriptive statistics. Results showed that lower primary school classroom environment in Kibwezi zone were not conducive for pupils to learn Social studies effectively. Availability and use of physical facilities in social studies was below average and pupils scrambled to use the little available resources. Pupils’ performance in social studies was below average. It was recommended that parents be sensitized to participate in forums which could help primary schools get funded for teaching/learning materials and facilities such as CDF and county Government. It was also recommended that MOEST/Government should increase the Free Primary education funds to facilitate building and buying of school materials and facilities. Keywords: Classroom environment, Pupils performance, lower-Primary Schools, conducive classroom, school practice, learning environment, social studies, knowledge, skills, attitude, Kenya, library, resting rooms, playground
Pre-school teacher factors that influence the teacher-child relationships in Miriga Mieru divisions, Meru Central district, Kenya
(2012-02-20) Murungi, Catherine Gakii
The study was designed to investigate the influence of teachers' teaching experience, parent-teacher relationship, and teacher efficacy on the teacher-child relationship because teachers are prime movers of the educational issue that must be addressed in our Kenyan context; so far no study has been done to establish this in Kenya. It is in this light that factors influencing the teacher-child relationship are considered important for investigation. The study was carried out in Meru Central District. Forty pre-schools were selected: high cost, low cost, and middle cost schools, using the stratified sampling technique. The questionnaire was personally administered to 40 pre-school teachers. The questionnaire had four parts: Part:1 the teacher information survey, Part:2 the student-teacher relationship scale, Part:3 teacher efficacy scale and Part:4 the parent-teacher relationship scale. The collected data was processed using the statistical package for social sciences (SPSS). The Pearson product moment correlation was used to test the hypotheses in this study. A statistically significant relationship was found to exist between parent-teacher relationship and the teacher-child relationship scores at a <0.05. This implied that parent-teacher relationship influences the teacher-child relationship. The results also showed that statistically there was no significant relationship between teacher's years of teaching experience and the teacher-child relationship scores at a <0.05. This implied that the years of a teachers' teaching experience do not influence the teacher-child relationship. There was no statistically significant relationship found between a teachers' teacher efficacy and the teacher-child relationship scores at a <0.05 and this implies that a teacher efficacy does not influence the teacher-child relationship. From these results, it became clear that the factor that mostly influences the teacher-child relationship is the parent-teacher relationship. It was recommended that additional research is needed to determine the extent to which other factors: such as environmental factors like space and materials, classroom routines, teacher-child ratios and child factors like problem behaviour and gender and their influences on the teacher-child relationship. Further research is also needed to investigate the teacher-factors and their influence on teacher-child relationship in other geographical regions. The teacher in charge of the pre-school centers and the local authorities should ensure that the appropriate teacher to child ratio is observed this is observed this is to ensure that the classes are not overcrowded and this may improve the teacher-child relationship. Parents of pre-schools might need to attend seminars on benefits to the children when parents involve in their schooling, how they can build a good relationship with their pre-school teacher; and also how to make friends with their child's teacher.
Reasons for Low Enrolments in Early Childhood Education in Kenya: the Parental Perspective
(International Journal of Education and Research, 2013-05) Murungi, Catherine Gakii
There is a continuous documented trend of low enrolments of children in the Early Childhood Education Centers in Kenya and these low enrolments continue to increase with the years. This study establishes the reasons for the low enrolments based on parental views and opinions. To document this , d ata is collected from 390 parents with children enrolled in pre - schools and parents with children not enrolled in pre - schools. A questionnaire with open - ended questions for parents is used . Data derived from the questionnaire is analyzed using descriptive statistics . The study recommends that the government of Kenya needs to subsidize the Early Childhood Education costs so that more children can enroll in these centers
Relationship among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils
(IGI Global, 2017) Muthee, Jessina; Murungi, Catherine Gakii
This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.
Relationship between Preschool Teachers’ Job Satisfaction and their Preparation of Teaching Instruments
(International researchers, 2017) Kiarie, Jonah Thuo; Murungi, Catherine Gakii; Wamalwa, Juliet
Teacher experience has been associated with teacher instructional practices. Stakeholders in education relate years of teaching with improved teacher practical skills and knowledge of teaching and handling children. Teacher-child ratio, employment terms and working hours are associated with teacher job satisfaction and have a high influence on preschool teacher effectiveness in classroom activities. The purpose of the study was to evaluate the correlation between pre-school teachers’ job satisfaction and preparation of teaching instruments. The descriptive survey research design was used to conduct the study. Multi stage sampling technique was used to sample 17 (25%) public pre-schools/head teachers out of 68 of them and 34 (25%) out of 136 pre-school teachers. Data collection involved use of questionnaires for preschool teachers and oral interviews for head teachers. Both quantitative and qualitative techniques were employed, whereby respondents verbatim are recorded, percentages means medium and modes are analyzed and standard deviation calculated. Chi-square 2 tailed Test was computed to establish the significant influence of teachers’ job satisfaction on preparation of teaching instruments. The Chi-test did not find a significant relationship between teachers’ job satisfaction and preparation of teaching instruments. Therefore, the level of job satisfaction does not influence preschool teachers’ preparation of teaching instruments. However, more than 50% of preschool teachers reported that they were not satisfied with their current terms of service. The study therefore recommended that Teachers’ Service Commission (TSC) should implement the ECDE policy governing preschool teachers’ employment, develop salary scales and job groups for preschool teachers to increase their motivation and job satisfaction. Key Words: Teaching Instruments; Job satisfaction; Preschool Teacher

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