Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya

Autor/inn/en	Kamwitha, Anastasia; Khatete, Ibrahim; Riechi, Andrew; Muasya, Juliet Njeri
Titel	Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya
Quelle	In: Journal of Education and Learning, 11 (2022) 5, S.159-172 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Teacher Qualifications; Early Childhood Education; Public Schools; Early Childhood Teachers; Student Promotion; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehrqualifikation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Public school; Öffentliche Schule; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Support of studies; Studienförderung; Kenia
Abstract	Early Childhood Education (ECE) is fundamental to holistic development of children between zeros to eight years old. Thus, teacher professional development is key to enabling children grow and develop in the most appropriate ways. This study examined the extent to which teacher professional qualification in Early Childhood Education influences promotion rates of children in public primary schools in Embu County, Kenya. To achieve this objective the study adopted correlation research design, where stratified and simple random sampling techniques were used to sample 39 ECE schools attached to public primary schools. Simple random sampling was used to select 39 public primary headteachers, 39 ECE teachers and 156 public primary teachers Data for this study was collected through the use of questionnaires. An observation schedule checklist and documentary analysis guide for purposes of data triangulation. To check reliability and validity of research instruments, a pilot study was conducted Data from the questionnaire was analyzed through the use descriptive and inferential statistics while data from interviews and documentary analysis guide was analyzed in themes in line with the research objective. Research findings from quantitative data were presented using frequencies, percentages, means, standard deviations, and inferential statistics using Pearson Chi-Square Tests. Results showed that there is a positive correlation between teacher professional qualification in ECE and promotion rates in public primary schools ECE (r=0.672, n=37, p<0.05). The research concluded that there is a positive correlation between teacher professional qualification in ECE and the promotion rates of learners in public primary schools. The study recommended that the Teacher's Service Commission in collaboration with the County Governments should continue to deploy adequate and qualified primary and ECE teachers to both primary and ECE schools to improve internal efficiency. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01