TEACHER QUALIFICATION AND ITS INFLUENCE ON THE USE OF INSTRUCTIONAL RESOURCES IN ECDE CENTRES IN KERICHO COUNTY, KENYA

Koech Zipporah Mutindi

Abstract


The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis teacher qualification and its influence on the use of instructional resources in ECDE centres in Kericho County. The research was based on the theory of curriculum innovations. Descriptive survey design was adopted by the study. Simple random and stratified sampling techniques were used to select respondents. The target population was 84 head teachers and 180 pre-school teachers which led to a sample of 25 headteachers and 54 pre-school teachers selected from ECDE centres. Data was collected using questionnaires, observations and interviews. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The findings of the study revealed that the knowledge and skills of the pre-school teachers made them to be more competent in using the relevant IR. The teacher qualification did have influence in the use of IR in ECDE centres. The study recommends that teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources.

 

Article visualizations:

Hit counter

DOI

Keywords


teacher qualifications, instructional, resources

Full Text:

PDF

References


Ambogo M.M. (2012): The relationship between Availability of Teaching/Learning Resources and Performance in Sec. School Science Subjects in Eldoret Municipality, Kenya.

Ashioya, B.M. (2012). Factors affecting utilization of secondary school libraries in Vihiga district, Western province of Kenya (Doctoral dissertation).

Boyd, et. al (2008).Teacher Preparation and Student Achievement. CALDER Working Paper 20. Washington, DC: The Urban Institute.

Daresh, J.C., & Playko, M.A. (1995). Supervision as a proactive process: Concepts and cases. Waveland Press, Inc., PO Box 400, Prospect Heights, IL 60070..

Ema, E. & Ajayi, D.T. (2004). Educational Technology: Methods, Materials and Madness. Melbourne: Jos. University Press Ltd.

Goldhaberm (2007). Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. CALDER Working Paper 12. Washington, DC: The Urban Institute.

Isopahkala –Bouret, U. (2005). Joy and struggle for renewal: A Narrative inquiry into expertise in job Transitions: University of Helsinki, Faculty of Behavioral sciences, Department of Education, Research Report 201.

K.I.E. (2002). Early Childhood Care and Education and Education in Kenya. A report of an Evaluation of UNICEF

Kenya National Examination Council (2007). The year 2006 KCPE Examinations Report. Nairobi: KNEC.

Ladd (2008). Value-Added Modeling of Teacher Credentials: Policy Implications. Paper presented at the second annual CALDER research conference, “The Ins and Outs of Value-Added Measures in Education: What Research Says,” Washington, D.C.

Mbaabu, I. (1996). Language policy in East Africa: A dependency theory perspective. Nairobi, Kenya: Educational Research and Publications.

Ministry of Education, Science and technology (2005). Sessional paper No. 1 of 2005 on A policy framework for Education and training and Research in Kenya in the 21st century.

NACECE, (2006). Guidelines for Early Childhood Development in Kenya. Nairobi: K.I.E

Nganga, W. (2010). Towards a Comprehensive, Machine-readable Dialectal Dictionary of Igbo, 2010. Proceedings of the Second Workshop on African Language Technology (AfLaT 2010),

Otunga, N.R., Odeo, I.I. and Barasa, L.P. (Eds) (2011). A Handbook for Curriculum and Instruction. Eldoret: Moi University Press.

Republic of Kenya (2006, (b)). Early Childhood Development Service Stds. Guidelines for Kenya Nairobi: Government Press

Republic of Kenya (2007). The Kenya Vision 2030. Nairobi: Government Printer

Salman, L., (2009). Retrograde angiography and the risk of arteriovenous fistula perforation. In Seminars in dialysis (Vol. 22, No. 6, pp. 698-701). Oxford, UK: Blackwell Publishing Ltd.

Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. Encyclopedia of distributed learning, 269-272.

Shiundu, J.S. & Omulando, S. (1992) Curriculum Theory and Practice in Kenya. Nairobi: Oxford University Press.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Koech Zipporah Mutindi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).