dc.contributor.author | Muthuri, Mutua A | |
dc.date.accessioned | 2013-08-12T11:53:31Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Master Of Education In Early Childhood Education In Educaton, University of Nairobi,2013 | en |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/55852 | |
dc.description.abstract | This study was conducted in Imenti North District of Meru County to investigate
the influence of teacher factors on the achievement of preschool children in number
work. The study was tailored particularly on establishing the relationship between
teachers’ academic and professional qualification, experience and attitude towards
number work and the achievement of preschool children in number work. The
target population was all preschool teachers and children from both public and
private preschools in the district from which a research sample was drawn from
twelve (12) public preschools and eight (8) private preschools. Two research
instruments were used to collect data. They are; Preschool Teachers’ Questionnaires
and Documentary Analysis Form. Data was collected from all the twenty
respondents within the sample population and data tabulated using Scientific
Package for Social Sciences (SPSS 17.0 for windows) and analyzed using
inferential statistics. The research study was guided by research questions, which
conformed to the objectives of the study. Literature review of the study covered the
importance of teacher characteristics, the influence of teachers’ academic and
professional qualification, experience, attitude towards number work and its
influence on learners’ achievement in number work and lastly the effects of teacher
characteristics on learners’ achievement. The literature review indicated that
challenges exist in the area of teacher factors and their influence on learners’
achievement right from the core foundation of our education system upwards.
Based on the analysis of the study data, the following were the findings of the
study: that there existed a significant relationship between teachers’ academic
qualification and preschool children achievement in number work, that teachers’
professional qualification impacted positively on the achievement of preschoolers in
number work, that teachers’ experience did not influence preschool children
achievement in number work and teachers’ attitude towards number work did not
seem to influence preschool children’s achievement in number work. 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 in-service and pre-service training
programs. After training it is important that graduate teachers be posted direct to
schools for this is the time they are more productive. | en |
dc.language.iso | en | en |
dc.publisher | University of Nairobi, | en |
dc.title | Teacher characteristics and preschool children’s achievement in number work in Imenti North District, Meru County | en |
dc.type | Thesis | en |
local.publisher | College of education and external studies, | en |