Determinants of Early Years Teachers’ Professional Identity in Nairobi City County, Kenya

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dc.contributor.advisorEsther Waithakaen_US
dc.contributor.advisorTeresa Mwomaen_US
dc.contributor.authorMagoma, Phyllis M.
dc.date.accessioned2022-03-29T10:59:09Z
dc.date.available2022-03-29T10:59:09Z
dc.date.issued2021
dc.descriptionA 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 2021en_US
dc.description.abstractEarly 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.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23399
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectDeterminantsen_US
dc.subjectEarly Yearsen_US
dc.subjectTeachers’en_US
dc.subjectProfessional Identityen_US
dc.subjectNairobi City Countyen_US
dc.subjectKenyaen_US
dc.titleDeterminants of Early Years Teachers’ Professional Identity in Nairobi City County, Kenyaen_US
dc.typeThesisen_US
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