| dc.description.abstract | The purpose of this study was to examine the effect of teacher characteristics on Preschool
children’s performance in Mathematics in Dagoretti District in Nairobi
County, Kenya. The study was guided by the following research objectives: Teacher
academic qualification and Pre-school children’s performance in Mathematics,
teacher attitude and Pre-school children’s performance in Mathematics, teacher
experience and Pre-school children’s performance in Mathematics and teacher
training and Pre-school children’s performance in Mathematics. The study employed
a survey research design consisting of all Pre-schools, teachers and school
administrators in the District. A sample of fifteen Pre-schools was obtained where
three pre-school teachers were purposively selected from each of the sampled preschools.
Thus, a total of forty five preschool teachers and fifteen preschool
administrators took part in the study. Data was collected through questionnaires for
teachers and interview guides for pre-school administrators. Data was collected to
answer questions in the four thematic areas; the effect of teacher academic
qualification, teacher attitude, teacher experience, teacher professional training on
Pre-school children’s performance in Mathematics. Data was analyzed using both
descriptive statistics and narrative techniques. From the analysis, the study revealed
that teachers’ characteristics play a key role on Pre-school children’s performance in
Mathematics. | en_US |
