Pre-school Teachers Continuous Professional Development on Service Delivery in Public Early Years Education Centres in Kapseret Sub County

Hellen Biwott; Julia Situma; Moses Kapkiai

doi:10.37284/eajes.5.2.796

Hellen Biwott Kisii University
Julia Situma, PhD Koitalel Samoei University
Moses Kapkiai, PhD Kisii University

DOI: https://doi.org/10.37284/eajes.5.2.796

Keywords: Early Years Education, Continuous Professional Development, Service Delivery

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Abstract

Quality implementation of the pre-primary education curriculum is key to ensuring that learners acquire the necessary knowledge, skills, and competencies for them to advance in the next stages of education. Pre-primary teachers’ qualifications and competencies have to be regularly improved to increase chances of realising early year’s education goals. The purpose of this paper was to determine pre-primary teachers’ continuous professional development in service delivery in Kapsaret Sub County, Kenya. A mixed method research methodology was utilised, which involves qualitative and quantitative approaches. A descriptive survey research design was used in targeting 153 preschool teachers, 87 head teachers, and 3 EYE field officers. A sample size of 111 early years education teachers, 26 head teachers, and 3 education officials was selected through stratified random and purposive sampling techniques. The research found that teacher participation in continuous professional development programmes had a significant positive relationship (p<0.05) with service delivery levels in public early years education centres in Kapseret Sub County. The paper recommends that teachers should be supported to undertake in-service training programmes; teachers should have a desire to attend workshops and seminars.

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