Effect of teacher’s characteristics on child friendly school initiative in public pre-schools in Mombasa County, Kenya
- March 30, 2021
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186
Josphine Logedi*, Mary Jebii Chemagosi and Sellah Lusweti
Pwani University, Kenya
*Corresponding author
Abstract: This study investigated effect of teachers’ characteristic on child friendly school initiative in public pre-schools in Mombasa County, Kenya. The study was premised on descriptive research design. A sample of 145 that included 29 head teachers and 116 teachers were drawn from a stratified target population of 97 public pre-primary schools using purposive and simple random sampling technique. Questionnaire and observation guides were the instruments adapted to collect data. The responses were analyzed both quantitatively and qualitatively. The findings concluded that there is a statistical difference between schools with effective teacher characteristics and child friendly school initiatives. The study also concluded that teachers’ age and gender do not influence child friendly initiative. The study recommend that the Ministry of education and County government should motivate the pre-school teachers to improve by improving their performances with provision of work environment, increased remunerations and other privileges as compared to their professional in other levels of learning.
Key words: Teacher characteristics, Public pre-schools, Early Childhood Education
I. INTRODUCTION
According to the United Nations Convention on the Rights of Children all school going children have the right to basic and quality education (American Institute for Research, 2009). The Child Friendly Schools (CFS) consists of five major concepts that are; inclusiveness, effective parental, learners and community involvement in school programmes, appropriate and adequate teaching and learning resources, gender mainstreaming and availability of safe, protective, nutrition and health care. The aforementioned five elements are envisaged as key to learner’s quality education. Teachers are entrusted with the role of moulding young children for intended future success in life. Etkina (2015) posit that teacher’s characteristics is crucial to the learner’s acquisition of skills, knowledge, attitudes and desired behavior for active societal and economic development. However, the five dimensions cannot be attained without teacher’s participation that is considered as the engine-drive for any successful educational transformation and learner’s achievement.
