dc.description.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. |
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