School-Factors Influencing the Quality of Early Childhood Education in Pre-Primary Schools In Nairobi City County, Kenya

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dc.contributor.authorRubia, Yvonne Njeri
dc.date.accessioned2021-02-22T06:30:40Z
dc.date.available2021-02-22T06:30:40Z
dc.date.issued2020
dc.descriptionA 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 Universityen_US
dc.description.abstractQuality 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.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21561
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectEarly Childhood Educationen_US
dc.subjectNairobi City Countyen_US
dc.subjectPre-Primary Schoolsen_US
dc.subjectKenyaen_US
dc.titleSchool-Factors Influencing the Quality of Early Childhood Education in Pre-Primary Schools In Nairobi City County, Kenyaen_US
dc.typeThesisen_US
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