The role of stakeholders in professional development of ECE teachers in Kakamega County, Kenya

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dc.contributor.authorSitati, Emmily Mugasia
dc.contributor.authorBota, Kennedy
dc.contributor.authorMwangi, Ndirangu
dc.date.accessioned2023-11-28T07:41:02Z
dc.date.available2023-11-28T07:41:02Z
dc.date.issued2014
dc.descriptionJournal Articleen_US
dc.description.abstractEarly 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 traineesen_US
dc.identifier.citationSitati, 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.en_US
dc.identifier.issn2222-288X
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/4231
dc.language.isoenen_US
dc.publisherJournal of Education and Practiceen_US
dc.subjectEarly childhood educationen_US
dc.subjectProfessional developmenten_US
dc.subjectStakeholdersen_US
dc.subjectServicesen_US
dc.titleThe role of stakeholders in professional development of ECE teachers in Kakamega County, Kenyaen_US
dc.typeArticleen_US

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