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dc.contributor.authorMaina, Josephine Gakenia
dc.date.accessioned2015-08-10T07:39:12Z
dc.date.available2015-08-10T07:39:12Z
dc.date.issued2015
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/13407
dc.descriptionDepartment of Early Childhood Studies, 94p. 2015, LB 1139.4 .M3en_US
dc.description.abstractChristian churches have played a pivotal role in the provision of primary, secondary and Early Childhood Education. They have also been a key agent of curriculum implementation of pre-primary curriculum. School and teachers related factors affect implementation of pre-primary curriculum. The purpose of this study was to explore the factors influencing effective implementation of pre-primary school curriculum in schools managed by Presbyterian Church of East Africa in Kikuyu Sub-county, Kiambu county Kenya. The study was guided by Hilda-Taba's curriculum model. The study used a descriptive research design. Simple random sampling was used to sample pre-school teachers and purposive sampling technique was used to select the sub-county under study and school managers. The sample size was 23 School Managers' from 23 pre-primary schools managed by Presbyterian Church of East Africa in Kikuyu Sub-county, Kiambu county Kenya. 30% of 120 pre-school teachers in the 23 pre-primary schools under study, which was 36 pre-school teachers. The study used questionnaires and. interview schedules to collect data. Data was analyzed using quantitative techniques. The statistical package for social sciences was used to organize data for analysis. Graphs, tables and pie-charts were used to present results. The study established that the school related factors that affected the pre-primary curriculum implementation in schools managed by PCEA in Kikuyu Sub-County included; Physical facilities, ECDE training level of managers, religious guidelines, guidance and counseling programmes, pastoral programs, policies, administration document and status of the school. Teacher related factors included teachers' qualifications, teaching/learning materials, salaries and motivational levels of the teachers and professional documents. The challenges that influenced effective pre-primary school curriculum implementation in schools managed by PCEA included; Human resource ECDE qualification, lack of enough finances and facilities, heavy workload for teachers, lack of managerial skills and emerging issues. It was concluded that, Presbyterian Church of East Africa had performed a great role in provision of the resources that influence effective pre-primary school curriculum implementation in the area of study. It is recommended that PCEA schools Managers should, undertake ECDE training at least to degree level, PCEA pre-primary school teachers should further their ECDE training, more facilities should be added, more teachinglearning materials should be added and mentorship and motivational programs should be provided for teachers. The study also recommends that more qualified teachers should be employed to improve the teacher/child ratio. This study also recommends that the pre-primary schools teachers should always prepare and use effectively relevant professional documents which include; schemes of work, lesson plans, lesson notes and record of worken_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleFactors Influencing Effective Implementation of Curriculum in Pre-primary Schools Managed by Presbyterian Church of East Africa Kikuyu Sub-county, Kenyaen_US
dc.typeThesisen_US


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