Pre-School Teacher Support and Retention of Pupils in Public ECDE Centres Kenya
Abstract
Pre-primary teachers need support from the government to ensure that they perform their instructional duties in the classroom effectively. With the devolving of Early Childhood Development Education from the national government to the county level, it was expected that this action would improve the standard and status of learning in these institutions. However, studies have shown that the expected reforms have been done at a slow pace affecting the achievement of ECDE objectives. This paper looks at the kind of support that teachers are provided with by the county government and its impact on the retention of pupils in public pre-primary schools in Wareng Sub County, Uasin Gishu County, Kenya. This study was conducted in 83 public pre-primary schools in Wareng Sub County, Uasin Gishu County. The study applied a descriptive survey research design with the target population involving 166 pre-school teachers and five county government ECDE field officers. The research instruments involved the use of questionnaires and interview schedules. Qualitative and quantitative approaches were used in data analysis. Research results showed that all respondents agreed that there has been a significant change in public pre-primary centres because of the devolution support. Correlation statistics showed that there existed a significant positive relationship between pre-primary teachers’ support and retention of pupils in public ECDE centres in Wareng Sub County, Kenya. The study recommends that additional pre-primary teachers should be employed in schools with a higher learner population and terms of employment should be permanent and pensionable.
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Copyright (c) 2021 Caroline Wambui Mwangi, Rachael Koross, PhD, Betty Cheruiyot, PhD
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