Teacher Competency on Learner Promotion in Embu County Integrated Public Primary Schools, Kenya

Autor/inn/en	Muthanje, Kamwitha A.; Wafula, Khatete I.; Riechi, A. Rasugu
Titel	Teacher Competency on Learner Promotion in Embu County Integrated Public Primary Schools, Kenya
Quelle	In: World Journal of Education, 10 (2020) 3, S.188-198 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Poverty; Elementary School Teachers; Cost Effectiveness; Holistic Approach; Well Being; Teacher Competencies; Public Schools; Case Studies; Teacher Attitudes; Course Content; Pedagogical Content Knowledge; Teaching Experience; Teacher Education Programs; Foreign Countries; Early Childhood Education; Child Development; School Readiness; Kenya + Suchen Sie Ihr Suchwort? Armut; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Holistischer Ansatz; Well-being; Wellness; Wohlbefinden; Lehrkunst; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; Lehrerverhalten; Kursprogramm; Pädagogische Kompetenz; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Readiness for school; School ability; Schulreife; Kenia
Abstract	Investing in ECDE is one of the challenging cost-effective commitments that a government can undertake. Investing in quality ECDE can improve a child's well-being and minimize educational and poverty gap. Teacher competence is an important tool towards the realization of holistic development of children. It is with this background that the researcher sought to study teacher competence on Learners' promotion in Embu County integrated public primary schools, Kenya. The study adopted cross-sectional survey research design across a target population of 381 public primary schools, 381 head teachers, 3951 primary teachers and 380 ECD teachers in the five sub-counties. Stratified random sampling was used to select schools from the five sub-counties; simple random sampling was used to select public primary teachers and head teachers in five sub-counties. Questionnaires were utilized as the instruments of the study. Quantitative data collected was analyzed using SPSS software. Based on the results, the study found that most (73%) of the primary teachers are unable to handle ECD pupils transiting to primary section since they could not understand the content taught and teachers have inadequate experience for teaching ECDE class. The study also found that most (50%) of the head teachers do not avail curriculum support materials. The study recommends that the teacher training colleges should incorporate courses that equip teachers with skills to handle pupils transiting from ECD classes to primary section. The schools also should provide books to a pupil book ratio of 1:1 so as to execute the new competent based curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01