Emelda Juma Olando, Margaret Mwangi


Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.


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