Relationship between headteachers’ supervision of teaching and learning materials utilization and learners’ performance in activity areas in public pre-primary schools in Narok county

Kosilei John Kipkoech,Dr Syallow Cajertane Makero,Viviline Ngeno

doi:10.4314/gjedr.v19i1.12

Abstract

The role of headteachers in the supervision of teaching and learning materials utilization even though widely studied has not been explored in regard to its influence on learners’ performance in public preprimary Schools. The study’s aim was to examine the relationship between headteachers’ supervision of teaching and learning materials utilization on learners’ performance in activity areas in public preprimary schools in Narok County. The study was informed by the Education Production Theory by Hanushek (1995) and Cognitive Load Theory by John Sweller (1988). Convergent Mixed Method design was used as it enables the researcher to handle both qualitative and quantitative data that were collected. The target population was 735 pre-primary schools, 735 Headteachers, 1470 pre-school teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size comprised of 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public preprimary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches to analyzing data. This assisted the researcher to summarize data for easy analysis. Regression Analysis was used to test the hypotheses. The results show that headteachers’ supervision of teaching and learning materials utilization had a statistically significant influence on learners’ performance in activity areas. Keywords: Headteachers’ Supervision of Teaching and Learning Materials Utilization, Learners’ Performance, Activity Areas, Pre-schools, Pre-Primary Schools

Highlights

Childhood Education (ECE) is an education given to children in pre-primary schools before beginning primary school (Oluwafemi, Nma, Osita & Olugbenga 2014)
The results suggest that majority of the teachers and headteachers had been in their current workstation for a period long enough to provide the information sought on the status of management of teaching and learning materials as well as on learners’ performance in activity areas
The results implied that most learners in the preschools were meeting expectation in activity areas. This was contrary to the results provided by the Quality Assurance Officers and ECD Coordinators

Summary

Introduction

Childhood Education (ECE) is an education given to children in pre-primary schools before beginning primary school (Oluwafemi, Nma, Osita & Olugbenga 2014). Educational and Cultural Organization (UNESCO) (2010) describes early childhood as a period from birth to 8 years. This is the time that the brain is evolving dramatically. These 8 years of learning form the foundation for later learning (Landrum & McDuffie, 2010). Jewis, Sojo, Kosilei John Kipkoech, Department of Education, Administration, Planning, Management, Psychology & Foundations, University of Kabianga. Viviline Ngeno, Department of Education, Administration, Planning, Management, Psychology & Foundations, University of Kabianga. KOSILEI JOHN KIPKOECH, VIVILINE NGENO, AND SYALLOW CAJERTANE MAKERO and Cavanagh (2011) argue that early childhood education for all children is very necessary and should be made available to everyone.

Objectives

Results

Conclusion