Devolved governance and quality of pre Primary education in Busia County, Kenya
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Date
2017-12Author
Manasi, Echaune.
Maiyo, Julius K.
Poipoi, Moses.
Atyang, Naom.
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The study examined the quality of pre-primary education in the era of devolved governance in Busia
County, Kenya. The specific objectives of the study were to: investigate the suitability of teaching and
learning environment in public pre-primary education in Busia County, establish adequacy of teaching and
learning resources in public pre-primary education in Busia County, and, ascertain the competency of preprimary education teachers in Busia County. The study targeted all public pre-primary education teachers
and all head teachers of public primary schools that hosted pre-primary education. Thirty six public primary
schools were sampled randomly. Thirty six head teachers and one hundred and forty four pre-primary
education teachers participated in the study. Head teachers were purposively sampled while pre-primary
education teachers were randomly sampled. The study employed a descriptive survey design. Data was
collected using questionnaire, observation schedule and document analysis guide. Data was analyzed using
means, percentages and frequencies. Chi-square was used to test hypotheses at p≤ 0.05. The findings of the
study revealed that teaching and learning environment in public pre-primary education was generally unconducive. The study findings revealed that teaching and learning resources were inadequate and that preprimary education teachers were fairly competent. The findings of the study revealed that majority of preprimary education teachers unsatisfactorily used professional documents and that there was a significant
relationship between pre-primary education teachers’ training and teacher competence as measured by
overall Education Quality Index whose evaluation indicators included use of professional documents, use
of teaching and learning resources, teacher professional conduct, quality of teaching and learning, teacher
mastery of content, teacher personality and demonstration of skills in feedback. The study specifically
revealed that there was no statistically significant relationship between teacher training and use of
professional documents. Based on the findings of the study, it was recommended urgent measures ought
to be taken to improve pre-primary education teaching and learning environment. Stakeholders should
mobilize resources to provide adequate teaching and learning resources and sanitation facilities in order to
enhance the quality of pre-primary education.
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