Influence Of Teacher Characteristics On Utilization Of Instructional Resources In Teaching Number Work In Preschools In Westlands Sub – County, Nairobi County.
Ngeru, Elizabeth W
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The purpose of the study was to investigate the factors affecting classroom instructional practices. Specifically to determine the influence of a preschool teacher academic and professional qualifications on utilization of instructional resources in teaching number work, the impact of a preschool teacher experience on utilization of instructional resources in teaching number work, the influence of a preschool teacher gender on utilization of instructional resources in teaching number work, and toinvestigate the impact of a preschool teacher age towards utilization of instructional resources in teaching number work. Related literature to utilization of instructional resources in teaching number workin pre-schools was reviewed. The study was guided by the constructivist theory (Bruner, 1964). . The study targeted all the 56 pre-schools in the district.The total number of pre-school teachers was 112. . Stratified sampling method was employed to selectt 5 public and 6 private schools. The head teacher and two pre-school teachers were selected as respondents in each of the schools. Two questionnaire sets were used to collect the required information. The return rate was 100 percent for both head teachers and teachers. Data was analyzed using the Statistical Package for Social Sciences (SPSS) to process the frequencies, percentages descriptive and inferential statistics which were used to discuss the findings. It was established that all the teachers in the pre-schools in the sub county adopted the use of counters, abacus, toys, and real objects irrespective of their gender, teaching experience, educational qualifications and professional qualifications. Teacher’s gender, academic qualifications, professional qualifications, and teaching experience did not influence the utilization of instructional resources in teaching number work in preschools in the sub county. it was recommended that the Ministry of Education ensures the availability and constant supply of counters, abacus, toys, and real objects to all the schools in the district as they were fundamental in the teaching of number work. The teacher training institutions should ensure that pre-school teachers are taught on the use of counters, abacus, toys, and real objects in the teaching of number work in pre-schools. The head teachers in the respective schools should ensure the availability of instructional resources to the pre-school teachers since they are critical in the teaching of number work.
university of Nairobi
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