| dc.description.abstract | The purpose of this study was to investigate teacher related factors in the
implementation of science activities in pre-schools in Nairobi County. A descriptive
research design was used to conduct the study. The study sought to investigate how
teacher’s related factors such as professional and academic qualification, teaching
strategies and teacher’s attitude influence implementation of science activity curriculum
in Early Childhood Education Centres in Nairobi County. Descriptive survey method
using stratified and random sampling was used to sample respondents. Respondents
were preschool teachers. The study targeted twelve public and twenty eight private preschools.
The researcher used the questionnaire which was divided into three sections to
obtain information. Data collected was converted into quantitative data and analyzed
using cross tabulation and summarized in-form of frequency, percentage and mean. The
results were presented in tables and figures. The research study was guided by research
questions, which conformed to the objectives of the study. Literature review of the study
covered the implementation of science activities and teacher related factors which are
teachers’ academic and professional qualification, teaching strategies and teachers’
attitude towards science activity and their influence on implementation science activity
in preschools and lastly their effects on the implementation of science activities. Based
on the analysis of the study data, the following were the findings on of the study: that
there existed a significant relationship between teachers’ academic qualification and
preschool children achievement in science activity, that teachers professional
qualification impacted positively on the achievement of preschoolers in science activity,
that teachers’ teaching strategies did influence preschool children achievement in
science activity and teachers’ attitude towards science activities did seem to influence
preschool children’s achievement in science activities hence leading to the
implementation of science activities. Based on the strengths of these findings, the
following recommendations were critical: That there is need for the government and
other educational stake holders to promote continuous teacher development through inservice
and pre-service training programs. These trainings and seminars will assist
teachers in coming up with modern teaching methods. Further research should be
carried out on the following areas: Factors influencing implementation of science
activity in a larger population of Nairobi County, influence of other stakeholders, factors
hindering in-service courses, seminars and effectiveness of teaching methods in
implementation of science activity. | en_US |
