PRE-SCHOOL TEACHERS’ PERCEPTIONS OF THE INFLUENCE OF SELECTED INSTRUCTIONAL FACTORS ON PUPILS’ COMPETENCY SKILLS IN PUBLIC PRE-SCHOOL CENTRES IN KEIYO SOUTH SUB COUNTY, KENYA

J. Kibet Aniter, A. K. Sang, Joel Ng’eno

Abstract


The purpose of this study was to investigate perceptions of pre-school teachers of the influence of selected instructional factors on pupils’ acquisition of competency skills in public pre-school centres in Keiyo South Sub County in Elgeyo-Marakwet County. The research design used by this study was descriptive survey involving 144 pre-school teachers. A sample size of 93 pre-school teachers was selected to participate in the research using proportionate stratified random sampling method. The study utilised questionnaire to collect information from teachers. Data was analysed using descriptive statistics (percentages, frequencies, means and standard deviation). It was found out that low teacher: pupil ratio was mentioned to influence acquisition of competency by pre-school learners. Pre-school pupils also found teacher workload to influence learners’ acquisition of competencies. The study concludes that teacher level of training, workload and teacher pupil ratio influenced learners’ acquisition of competencies in public pre-school centres. The study recommends that more classrooms to be constructed to address high number of pupils, pre-school centres need to hire support staff and qualified pre-school teachers to address the shortage that currently exists in those schools.

 

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perceptions, pre-school teachers, training, workload and teacher: pupil ratio

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