The role of stakeholders in professional development of ECE teachers in Kakamega County, Kenya
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
Abstract
Early Childhood Education (ECE) in Kenya does not receive direct government financial support as other sectors
of education and therefore relies on a number of stakeholders for financial, human, physical and
teaching/learning resources. The purpose of this study was to investigate the role of stakeholders in professional
development of ECE teachers in Kakamega County, Kenya. The study adopted a descriptive survey design to
investigate this. Purposive sampling was used to select 3 sub-counties which was approximately 30 % of the
population. Proportionate stratified random sampling was used to select the participating ECE centres from the
selected sub-counties. Thirty percent (30 %) of the public and private ECEs were sampled. Head teachers from
each ECE participated in the study making a total of 62 and 122 head teachers from private and public ECE
respectively. One teacher from the sampled ECE centres participated in the study. However where more than one
teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to
participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to
participate in the study. The sample frame consisted of 184 head teachers, 184 teachers, 3 DEOs and 3 DICECE
officers. Structured questionnaires were used to collect data from the ECE head teachers and teachers and
interview schedules from the DEOs and DICECE officers. The instruments were validated through expert
judgment and pilot-testing. Collected data was edited, organized in line with research questions, coded and
analyzed using Statistical Package for Social Sciences (SPSS). Both descriptive and inferential statistics were
used to analyze data. Findings were presented in frequency tables, charts and graphs. The findings of the study
revealed that the sub-sector was dominated by females who are belied to be better in teaching children. The
study further revealed that majority of the ECE teachers had met minimum qualification. The Ministry of
education and parents were not keen on funding professional development of teachers and that individual
teachers funded their own professional development. The study concluded that stakeholder’s role in professional
development of ECE teachers was minimal. The study recommended that the government should expand the
scholarship programs to cover ECE pupils and teacher trainees
Description
Journal Article
Keywords
Early childhood education, Professional development, Stakeholders, Services
Citation
Sitati, E.M., Bota, K., & Ndirangu, M. (2014). The role of stakeholders in professional development of ECE teachers in Kakamega County, Kenya. Journal of Education and Practice, 5, 6-16.