PRE-SCHOOL TEACHERS’ ATTITUDE INFLUENCING THEIR PREPARATION OF TEACHING INSTRUMENTS IN UASIN GISHU COUNTY, KENYA

Authors

  • Jonah Thuo Kiarie Department of Early Childhood Studies, Kenyatta University, Kenya
  • Mugo, W. Juliet Department of Early Childhood Studies, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.1120

Keywords:

teaching instruments, preparation, attitude, preschool teacher

Abstract

Teaching instruments are an essential component of teacher preparedness, lesson development, curriculum implementation and evaluation of instructional outcomes However, although studies reviewed showed there was a relationship between teachers’ attitude and their instructional practices, there was little information about any link between their attitude and preparation of teaching instruments and hence the focus of this study. Specifically, the purpose of the study was to evaluate the attitude of pre-school teachers’ influencing their preparation of teaching instruments (PTI) in Kesses Sub-county, Uasin Gishu, Kenya using the descriptive survey research design. A sample of 17 (25%) public pre-schools/ headteachers out of 68 of them and 34 (25%) out of 136 pre-school teachers were selected. Piloting was done in four pre-schools and data collected using questionnaires for teachers and oral interviews for head teachers. To enhance the validity of the instruments, the study content covered all the study objectives while the split half technique was used to determine reliability at a correlation coefficient of 0.76. Data were analyzed using both qualitative and quantitative techniques while chi-square test was computed to establish the significant influence of teachers’ attitude on the preparation of teaching instruments. Although a number of teachers had problems with preparation of teaching instruments, the chi-test did not find a significant relationship between the two variables. The study recommended that a working partnership between teachers and stakeholders should be developed in order to establish a support system to help pre-school teachers in preparation of teaching instruments. 

 

Article visualizations:

Hit counter

DOI

References

Ayot, H.O., & Wanga, P.E. (1987). Teaching practice. London: Institute of Education.

Bennaars, G.A., Otiende, J.E., & Boisvert, R. (1994). Theory and practice of education. Nairobi: East African Educational Publishers.

Bitengo, M .T. (2005). Factors that influence pre-school teachers attitude towards teaching mathematics. Unpublished MEd thesis Kenyatta University.

Department of Education and Science. (2005). Guidelines for probationary teachers in primary schools. Dublin: Stationery Office.

Egunza, P. W. (2014). A Discussion on Teacher Effectiveness in Curriculum in Kenya with Focus on Makadara Division. Journal of Educational and Social Research. doi:10.5901/jesr.2014.v4n1p371

Gama, U.G. (2010). A survey of instruments management practices in circular primary schools in Metropolitan local government areas of Kano state, Nigeria. Retrieved from http://www.ajol.info › Journal Home › Vol. 10, No 1-2 (2010)

Grimmitt, M. (2000). Pedagogies of RE: Case studies in the research and development of good pedagogic practice in RE. Essex: McCrimmons.

Gumo, A.W.M. (2004). Teacher factors related to the teaching of arts and craft in pre-schools. Unpublished Med Thesis Kenyatta University

K.I.E. (2006). Early childhood services standard guidelines. Nairobi: Kenya Institute of education.

K.I.E. (2008). Handbook for early childhood development education syllabus. Nairobi: KIE.

Mafa, O. (2012). Challenges of implementing inclusion in Zimbabwe’s Education System. Retrieved from; http://www.onlineresearchjournals.org/IJER

Mugo, J.W. (2016). ECE 201: General methods of teaching children. Nairobi: Kenyatta University.

Orodho, A. J., & Kombo, D. K. (2002). Research methods. Nairobi, Kenyatta University: Institute of Open learning.

Ouko, O.H.M. (2007). Selected Factors Influencing use of thematic approach by pre-school teachers. Unpublished MEd thesis. Kenyatta University.

Prawat, R. S. (1992). Are changes in views about mathematics teaching sufficient? The case of a fifth-grade teacher. The Elementary School Journal, 93(2), 196–211. Retrieved from http://www.mspkmd.net/pdfs/blast06/3b2.pdf

Reed, M., & Michaud, C. (2010). Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages. Retrieved from http://www.press.umich.edu/titleDetailDesc.do?id=1425013

Sucuoglu, B., Bakkalogu, H., Karasu, F.I., Demir, S., & Akalin, S. (2014). Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion. Retrieved from http://www.intjecse.net/assets/upload/pdf/20150930214820_intjecse.pdf

Downloads

Published

2017-10-20

Issue

Vol 3, No 9 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).