| dc.description.abstract | Management is planning, resourcing. controlling. orgamzmg, leading and evaluating educational programs. Organizational management in schools is a key factor that influences , learning achievement in schools. Chitiavi, (2002) states that effective management and organization is a prime contributory factor in academic achievement. Operating ECDE centers has become a commercial venture: private business people, faith-based organizations, communities and main stream primary schools have opened such centers whose quality is questionable.
In order to improve learners' performance, head teachers are expected to possess relevant managerial skills to run schools. Physical facilities and human resources are paramount to achieve higher learning achievements in preschools. The purpose of this study was to establish how ECEs in Bamburi Zone in Kisauni division are managed and its effect on children's learning achievement.
The objectives were; establishing the key sponsors of ECDE centers and relationship to children's learning achievement, establishing how the management practices of ECDEs affect children's learning achievement and the level of involvement of parents and community in the management of the ECDEs and learning achievement. Relevant literature on management of finances, utilization of funds in learning institutions, role of head teachers in school management, children's learning and achievements, and, stakeholders participation in preschool management was cited.
The study adapted the descriptive survey design where 11 head teachers, 11 ECED teachers and 160 children were involved in the study. Six instruments were constructed and used in the study. Cross tabulation with frequencies and percentages were used to analyse the data. The major findings were that the key sponsors were established as the, Private firms 5(45%), Community schools 2(18.2%), Faith-Based schools 2(18.2%) and Public Schools 2(18.2%) in that order. The Private schools were leading in Cognitive domain- Language activities, with 22.3% and, while the Faith Based and Community schools were leading in Mathematics activities, with 22.2%.
The public schools were the worst performers in cognitive domain obtaining 10.82% in Language and 14.82% in Mathematics activities. The Private schools were keen on the management and delivery of the curriculum, motivation but poor in professional growth of the teachers while the Public schools were high on community involvement and professional development of teachers which contradicts the poor performance outcome.
The researcher recommended that the private schools open up to stakeholder participation, while the public schools improve the salary of the teachers as well as infrastructure. The community schools would do well by increasing the number of classrooms because the study found out that they were inadequate. There should be regular supervision in schools if good performance was to be realized in ECDE centres especially in the public schools. | en_US |
