Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County
The purpose of this study was to find out the influence of teachers’ characteristics on motivation of preschool children in learning the English language in Starehe District Nairobi County. The study was guided by the following objectives: establish the effects of teacher’s experience; investigate the impact of teacher’s attitude, determine the impact of teacher’s pragmatism and evaluate the effects of teacher’s flexibility on motivation of pre-school children in learning at Starehe District. The study adopted a descriptive survey design that employed quantitative and qualitative approaches. The study was guided by Maslow’s human needs theory. Questionnaires, interview and observations were used to collect data from teachers, head teachers and pre-school children respectively. Data were analyzed by use of percentages, frequencies, mean and standard deviation. Data was presented by use of tables, charts and graphs. This was further analyzed and presented through narratives, tables and graphs. The findings of the study revealed that teachers who have been in the profession for a long time motivated preschool children better than those who are fresh from colleges. They encourage both boys and girls in the English language activities. However, the teachers who are certificate holders have poor pragmatism concept and are not flexible enough to achieve that level of motivation which leads to children’s good performance. The study concluded that there is a need to have regular in service training for the preschool teachers in order to equip them with new teaching methodology. The government should also provide resource materials to preschools to supplement what the parents provide. The study recommends that the teachers’ training programme should cater for the future requirements of the teachers in the classroom. The study also recommends that there should be more research done in a larger scope. The study also recommends that more research should be done on parental involvement in children’s performance.