TEACHER RELATED FACTORS IN THE IMPLEMENTATION OF SCIENCE ACTIVITIES IN PRESCHOOLS IN NAIROBI COUNTY

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The purpose of this study was to investigate teacher related factors in the
implementation of science activities in pre-schools in Nairobi County. A descriptive
research design was used to conduct the study. The  study sought to investigate how
teacher’s related factors such as professional and  academic qualification, teaching
strategies and teacher’s attitude influence implementation of science activity curriculum
in Early Childhood Education Centres in Nairobi County.  Descriptive survey method
using stratified and random sampling was used to sample respondents. Respondents
were preschool teachers. The study targeted twelve public and twenty eight private pre-
schools. The researcher used the questionnaire which was divided into three sections to
obtain information. Data collected was converted into quantitative data and analyzed
using cross tabulation and summarized in-form of frequency, percentage and mean. The
results were presented in tables and figures. The research study was guided by research
questions, which conformed to the objectives of the study. Literature review of the study
covered the implementation of science activities and teacher related factors which are
teachers’ academic and professional qualification,  teaching strategies and teachers’
attitude towards science activity and their influence on implementation science activity
in preschools and lastly their effects on the implementation of science activities. Based
on the analysis of the study data, the following were the findings on of the study: that
there existed a significant relationship between teachers’ academic qualification and
preschool children achievement in science activity, that teachers professional
qualification impacted positively on the achievement of preschoolers in science activity,

Author: 
BRIGID N. KANGORI
Unit: 
COMMTECH

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