Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya
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Date
2021
Authors
Magoma, Phyllis M
Waithaka, Esther
Mwoma, Teresa
Journal Title
Journal ISSN
Volume Title
Publisher
EAST AFRICAN NATURE & SCIENCE ORGANIZATION
Abstract
Professional identity is a noteworthy aspect of the teachers’ professional lives.
This is because it influences the manner in which they do their work, retention
and productivity in their places of work. This article presents findings from a
PhD study that aimed at establishing the status of pre-primary and lower
primary teachers’ professional identity and exploring factors influencing it.
Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to
guide the study. The study used concurrent triangulation research design. The
dependent variable was early year’s education teachers’ professional identity,
while the independent variable was the type of school. The study was
conducted in Kasarani Sub-County in Nairobi County, Kenya. The sample size
consisted of 220 teachers and 44 head-teachers in both public and private
primary schools. Questionnaires and interview schedules were used to collect
data which was then analysed using qualitative and quantitative methods.
Findings from the study revealed that pre-primary and lower primary teachers’
professional identity was weak. It was recommended that school management,
county and national governments, and other key stakeholders should aim at
addressing issues that weaken early year’s education teachers (EYET)
professional identity
Description
Article
Keywords
Lower Primary Teacher, Nairobi County, Pre-Primary Teacher, Primary School, Professional Identity
Citation
Magoma, P. M., Waithaka, E., & Mwoma, T. (2021). Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya. East African Journal of Education Studies, 3(1), 223-232.