European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 9 │2017 doi: 10.5281/zenodo.1021001 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 Aniter J. Kibet1, A. K. Sang2, Joel Ng'eno3 Department of Department of Curriculum, 1 Instruction and Education Management (CIEM), Egerton University, P.O. Box 536, Egerton-Njoro, Kenya Prof. Department of Department of Curriculum, 2 Instruction and Education Management (CIEM), Egerton University, P.O. Box 536, Egerton-Njoro, Kenya Dr., Department of Department of Curriculum, 3 Instruction and Education Management (CIEM), Egerton University, P.O. Box 536, Egerton-Njoro, Kenya 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 Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 720 Aniter J. Kibet, A. K. Sang, Joel Ng'eno 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 staff and qualified pre-school teachers to address the shortage that currently exists in those schools. Keywords: perceptions, pre-school teachers, training, workload and teacher: pupil ratio 1. Introduction Early Childhood Development Education (ECDE) globally and Kenya in particular has been recognized as a crucial programme that lays a foundation for a child’s holistic and integrated education that meets the cognitive, social, moral, spiritual, emotional, physical and developmental needs (Githinji & Kanga, 2011). Early Childhood Education (ECDE) is both the formal and informal education that the child receives as she/he grows (Rotumoi & Too, 2012; Wanjiku, 2014). Informal setting of ECDE takes place at home, school, and playground in the community (Uwezo, 2014). Children investigate and experiment what they see through observation and imitation (URT, 2008). The formal setting is in form of early school arrangement such as nursery school, kindergarten and institutional homes (Wawire, 2006). In Kenya ECDE is offered by institutions bearing various names (Bitok et al, 2014). The most commonly used terms include: Early childhood development, Children’s homes, ECDE Pre-primary, Pre-school education, Pre-unit, Nursery, Baby Care, Day care centers, Baby class/infant class, Kindergarten, Home care. However, the Ministry of Education Science and Technology (MOEST) in collaboration with National Centre for Early Childhood Education (NACECE) has harmonized these names Kang’ethe et al, 2015). Currently the following terms are used to refer to pre-schools: Pre-primary 1, Pre-primary 11 and Day care in place of all the above names. Preprimary 1 refers to learning for children 4 years of age; Pre-primary 11 refers to learning for children 5 years of age. Day Care refers to care for children 3 years and below (Kenya Institute of Education, 2008; RoK, 2015). In 2006, the Kenya government adopted a policy on Early Childhood Development (RoK, 2015). The policy document outlines a comprehensive framework that encompasses policies for early childhood services and programs for children from conception to age eight years. In addition, it outlines an ECD policy system and provides a frame of reference in the provision of services for infants and children (RoK, 2015). Further, it provides a basis to strengthen, develop, and review policies related to health and nutrition, education, water and sanitation, and social services. According to the policy document, the Republic of Kenya sector policies are central in providing standards and guidelines for ensuring provision European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 721 Aniter J. Kibet, A. K. Sang, Joel Ng'eno 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 of quality services for all children in their earliest years Kang’ethe, Wakahiu & Karanja, 2015). The ECD Policy Framework came into being in 2006, and provides a coordination mechanism, explicitly defining the role of parents, communities, various Government ministries and departments, development partners and other stakeholders, in the provision of ECD services (Wangui, 2011). A service standard guideline was developed as a separate document aimed at operationalising the ECD policy framework (K.I.E., 2008). Developers of the ECD policy framework recognized the critical role of investing in young children as a strategy to for poverty reduction, universal school enrolment, reduction of child mortality and morbidity, maternal mortality and creation of gender equality Kang’ethe et al, 5. To achieve this, the policy framework emphasizes child survival, growth and development (RoK, 2015). This is also in line with the African Union (AU) declaration to strengthen and support families in their responsibility as primary caregivers of their children to ensure their survival, growth and development Kang’ethe et al, 5 . The policy implementation outputs included: trained and sensitized education officers; teachers and sensitized parents; teachers in public ECD centers employed by government; ECD reception classes in primary schools; feeding programs; safety and protection programs in ECD centres; appropriate teacher child ratio in ECD classes; water and sanitation provided among other services as described in the service standards guidelines. The main objective of pre-primary school is to ensure the total development of a child physical, spiritual, social and mental is brought about through an informal mode of interaction with the parents and community taking a leading role (RoK, 2013). Issues including health, nutrition, care and education are the major focus in pre-primary education (Republic of Kenya, 2013; United Nations, 2015). The general objectives of Early Childhood Development and Education in Kenya should provide education geared towards development of the child’s mental capabilities and physical growth; enable the child enjoy living and learning through play develop the child’s self-awareness, self-esteem and self-confidence, enable the child to develop understanding and appreciation of his/her culture and environment and foster the child’s exploration skills, creativity, self-expression and discovery. The objectives will also identify children with special needs and align them with existing services; enable the child build good habits and acquire acceptable values and behaviours for effective living as an individual and a member of a group; foster the spiritual and moral growth of the child improve the status of the child’s health, care and nutritional needs, and link him/her with health services such as immunization, health check-ups and growth and monitoring enrich the child’s experiences to enable European Journal of Education Studies - Volume 3 │ Issue 9 │ 2017 722 Aniter J. Kibet, A. K. Sang, Joel Ng'eno 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 him/her to cope better with primary school life and develop the child’s aesthetic and artistic skills (RoK, 2013). This papers looks at how the objectives of ECDE are attained in pre-schools in Kenya by enhancing competency skills relating to numeracy, reading and writing. Obunga (2016) quoting Uwezo Report (2014) found out that Kenyan pupils reading competency across counties has a small percentage of the standard three pupils who have acquired basic reading skills (Uwezo, 2014). According to the report, 2.8% of standard three pupils could not even identify letter sounds, 15.7% were able to read letters only, 28.5% could not read beyond single words, 25.8% could not read paragraphs and only 27.5% could read and understand a standard two level story. Furthermore, information from Keiyo South Sub County Education report (2016) report shows that the number of pupils who are not able to read, write and count is significant higher. For instance, out of 65 pupils from Kamosong primary school, only 40 of them were able to read and write (25 were unable to read), 20 were able to write (45 being unable to write) and only 22 pupils were able to count (43 were unable to count). This situation was found to be similar in majority of pre-school centres in the entire sub county to name a few; Kamelil, Lelboinet, Cherota, Kamwago among others. From the studies reviewed, it is clear that competency skills that involve numeracy, literacy and reading cannot be achieved without competent and qualified teachers, lessening teacher workload and responsibilities in pre-school. This situation in Keiyo South Sub County motivated the researcher to determine the perceptions of pre-school teachers on how selected instructional factors influence acquisition of competency skills by learners in pre-school centres in Keiyo South Sub County. 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