Type of School, Teachers Professional Qualifications and Teachers Teaching Experience In Pre-Primary One (Pp1) and Pre-Primary Two (PP2)

Abstract

ABSTRACT Despite the many studies on benefits of school homework in primary and secondary school levels, researchers claim that school homework is not beneficial to pre-primary school children. This is because they are already tired after being in school the whole day and they need time to relax and play. The study sought to determine the extent to which teachers professional qualifications and attendance of a teacher training, as well as the type of pre-school the teacher teaches influences the use of homework. The study was carried out in Ruiru Division, Kiambu County. The design of the study was descriptive research design. The dependant variable was the use of school homework as a method of teaching-learning in pre-primary schools while the independent variables were type of school, teachers’ teaching experience and a teachers’ professional qualifications, The study population was pre-primary school teachers in Ruiru Division. Simple random sampling was used to select a sample of 45 pre-primary schools from which 153 teachers were selected for the study. The data was collected through questionnaires which were administered to the teachers. The data was then analyzed using qualitative and quantitative methods where the information obtained was organized into themes and concepts using Statistical Package for the Social Sciences (SPSS). The study concluded that most teachers from both public and private schools used school homework as a method of teaching-learning. It was recommended that school administrators should collaborate with District Center for Early Childhood Education (DICECE) to sensitize teachers on the use of school homework as a teaching-learning method. Keywords: School Types, Professional Qualifications, Teaching Experience