EFFECTS OF TEACHER CHARACTERISTICS ON THE CLASSROOM CLIMATE OF PRESCHOOLS IN ONGATA RONGAI ZONE, KAJIADO NORTH DISTRICT, KENYA

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ABSTRACT
A positive classroom climate fosters holistic growth in the children since they experience
the classroom as not just an intellectual space, but also as a social, emotional, and physical
environment. The purpose of this study was to examine the effects of teacher characteristics on
the classroom climate of preschools in Ongata Rongai zone, Kajiado North District, Kenya. The
study adopted a descriptive survey design to explore how teacher qualifications, experience,
training and gender affect the preschool classroom climate. To achieve the above objectives, the
study used a sample of fourteen preschools sampled from forty eight preschools in the zone. The
sample sizes comprised of ten private preschools and four public preschools. The study also used
a sample of forty two preschool teachers chosen randomly in each of the preschools. Self
completion questionnaires were filled by forty two preschool teachers and fourteen headteachers.
The researcher used two assessment tools to seek information on the effects of the teacher
characteristics on classroom climate. The first was the Early Childhood Environment Rating
Scale-Revised. A modified version of the Work Sampling System was the second assessment
tool used in the study. It was used to evaluate the development of the children within the various
classes where the teachers had been assessed. This was done in order to ascertain whether the
classroom climate a particular teacher created affected the growth of the children in various
domains. Qualitative and quantitative data was descriptively analyzed through descriptive

Author: 
TERESIA RUTHA WANJIKU
Unit: 
COMMTECH

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