Determinants of teacher effectiveness in public pre- schools in Uasin Gishu County, Kenya

Abstract

Teacher effectiveness is crucial in contribution of quality learning in early childhood development centers, which goes a long way in molding responsible, creative and innovative future persons, who contributes positively to national building. This study seeks to analyze determinants of teacher effectiveness in early childhood development education in public pre-schools in Uasin Gishu County; specifically, it seeks to determine the influence of school management related factors; assess Teacher Training on teacher effectiveness; stakeholders‘ support in the provision of resources and the effect of teacher recognition on teacher effectiveness. The study adopted incentive theory of motivation, it inclined on descriptive survey research design; and used the mixed methods approach. Pragmatism research paradigm was applied, which combines both positivism and interpretive within the scope of a single research. The target population comprised of head teachers, Early Childhood Development Education teachers and county officials. The sample of the study was selected using Krecje and Morgan‘s (1970) formula. The sample comprised 189 head teachers, and 189 ECDE teachers and 10 county officials. Quantitative data was collected using questionnaires, while Qualitative data was generated through observation and interview schedules. Quantitative data analysis involved the use of descriptive and inferential statistics. Descriptive statistics involved means, frequencies and standard deviation while inferential statistics involved multiple regressions and correlation analysis. Qualitative data was categorized and organized in form of themes and narratives. Data was presented inform of tables. The study findings indicated that a statistically significant positive effect was found of school management related factors on the teacher effectiveness in public pre-schools (r=0.507, p<0.05); a statistically significant positive effect was found of Teacher Training on the teacher effectiveness in public pre-schools (r=0.637; p<0.05); a statistically significant positive effect was found of stakeholders‘ support on the teacher effectiveness in public pre-schools (r=0.387; p<0.05) and that a statistically significant positive effect was found of teacher recognition on the teacher effectiveness in public pre-schools (r=0.434; p<0.05). The findings of the study revealed that most of the teachers were of the view that the county Government has built more Early Childhood Development Education classes. It was also found that extrinsic rewards appeal to teachers more than intrinsic motivation. The study concluded that there is a positive and significant effect of school- related factors; Teacher Training; stakeholders‘ support and teacher recognition on the teacher effectiveness in public pre-schools. The research suggested that school administrators implement motivating incentive or reward structures in order to strengthen, retain, and increase teacher morale. To improve teachers' effectiveness in the teaching-learning process, the school must invest in and assign enough funds for all teachers' professional development programs. School administrators should make sure that the school environment is favorable for instructors by providing required conditions that might encourage teachers, such as incentives, high compensation, job stability, and interpersonal relationships with teachers. In order to build, retain, and increase teacher morale, school administration must use motivator, incentive, or reward mechanisms. Finally, the research advised that school administration ensure that the educational atmosphere is favorable to learning.