School-Factors Influencing the Quality of Early Childhood Education in Pre-Primary Schools In Nairobi City County, Kenya
Loading...
Date
2020
Authors
Rubia, Yvonne Njeri
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Quality of early childhood education in pre-primary schools has over the years attracted
attention among scholars and parents yet no tangible solutions to address quality of early
childhood education issues have been realized. The main purpose of this study was to
explore school- based factors influencing the quality of early childhood education in preprimary schools in Nairobi City County. The study adopted Contextual Interaction Theory
(CIT). The study was guided by the following research objectives: to establish the extent to
which staffing influence the quality of Pre-primary education to find out whether teachers’
qualification influence quality of Pre-primary school education to determine the influence of
availability of teaching and learning resources on the quality of Pre-primary school
education and to assess whether leadership styles influenced the quality of Pre-primary
education. This study adopted a descriptive survey research design. The study targeted fifty
(50) ECDE teachers and three (3) head teachers. Random sampling and purposive procedure
were used to sample ECDE teachers and head teachers. The sample size of this study was
forty three (43) respondents. Questionnaire for teachers was used to collect data from the
respondents. Validity of research instruments was measured through content validity.
Reliability of the research instruments was determined by carrying out a pilot test of the
instruments using another similar group with the same characteristics as the one targeted in
the study. The collected data was analyzed using quantitative data analysis approach.
Descriptive analysis such as frequencies and percentages was used to present quantitative
data collected. Among key findings of the study was that staffing affects quality of
education. Schools that were poorly staffed recorded poor performance compared to the
well-staffed pre-schools.. The study recommendations included: there is need for policy
makers to increase educational funding to pre-primary schools to improve on quality of
education; head teachers should recruit qualified staff for effective curriculum
implementation and encourage the stakeholders to motivate the ECDE teachers to increase
their efficiency. Parents need to increase their support to schools in procurement and
purchase of teaching and learning resources (desk, classrooms, land).Purchase of
instructional materials (books, pens, charts) and hiring of new teachers to improve on
quality and finally further research should be conducted on interaction between teachers and
pre-primary pupils in the pre-primary schools.
Description
A Research Project Submitted In the School of
Education in Fulfilment of the Award of The
Degree of Master of Education (Early Childhood
Studies) of Kenyatta University
Keywords
Early Childhood Education, Nairobi City County, Pre-Primary Schools, Kenya