Determinants of Early Years Teachers’ Professional Identity in Nairobi City County, Kenya
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Date
2021
Authors
Magoma, Phyllis M.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Early Years Education Teachers’ (EYET) professional identity is an emerging
issue which has attracted a lot of attention. Professional identity affects teachers’
practices in teaching and the manner in which they interpret policies of education.
Teachers day to day working practices are directly influenced by the environment
in schools. Provision of a positive school climate for teachers also creates a
favourable learning environment for pupils. In spite of the area being researched
widely globally, in Kenya, it has received very little attention. Moreover, a lot of
literature has highlighted the importance of education in the first formative years
of children. EYET form a very important part of this process and that is why their
professional identity and factors influencing it cannot be overlooked. Available
studies on EYET in Kenya focused on teacher perceptions and attitudes towards
teaching, attrition, motivation level, job satisfaction and not on their professional
identity. This study intended to establish EYET professional identity and explore
how factors related to teachers and school influence it. The study was based on
Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation. The dependent
variable was EYET professional identity, while the independent variables were
teachers’ demographic characteristics, school climate and type of school. The
study was conducted in Nairobi City County. Target population was EYET in 44
primary schools in the sub-county. Questionnaires and interview schedules were
used in collecting data. Content validity and internal consistency reliability were
used to ensure the instruments were valid and reliable. Results were analysed
using descriptive and inferential statistics and presented using tables, figures and
text. Results revealed that EYET professional identity was weak. Demographic
characteristics influenced EYET professional identity and the relationship
between teachers’ professional identity and school climate was highly significant.
To improve EYET professional identity, key stakeholders should appreciate the
work of the teachers, improve their working environment and ensure fair and
adequate remuneration of teachers.
Description
A PhD Research Thesis Submitted in Partial Fulifilment for the Award of the Degree of Doctor of Philosophy (Early Childhood Studies) in the School of Education, Kenyatta University, October 2021
Keywords
Determinants, Early Years, Teachers’, Professional Identity, Nairobi City County, Kenya