Role of ECDE Administration on Choice of Teaching Methods used by Early Childhood Development Education Teachers in Keiyo South District
Journal Title: Africa International Journal of Management Education and Governance - Year 2018, Vol 3, Issue 1
Abstract
The untrained Early Childhood Development Education (ECDE) teacher tends to escape from children’s problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory and adopted a descriptive survey design. The study targeted 126 public ECDE centers, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centers in the district. Simple random sampling technique was used to select 38 public ECDE centers. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher’s experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners’ needs.
Authors and Affiliations
Betty Jebet Cheruiyot
Keywords
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