Influence of Selected Functions of Devolved Governments on Performance of ECDE Teachers in Laikipia East Sub-County, Laikipia County, Kenya

Abstract

The Early Childhood Education has been facing challenges which range from provision of learning facilities, supervision, and remuneration of teachers among many other challenges. These resulted to poor performance and unproductivity of ECDE teachers. The Kenyan constitution 2010 devolved the early childhood education to the Devolved Governments. This study endeavoured to investigate the influence of selected functions of Devolved Governments of supervision, provision of learning facilities and training on the performance of ECDE teachers. The study was carried out in public ECDE centres in Laikipia East Sub County of Laikipia County, Kenya. The study was guided by the following objectives: To assess the Influence of Devolved Government’s Function of Supervision on Performance of ECDE Teachers, to evaluate the Influence of Devolved Government’s Function of Provision of Learning Facilities on the Performance of ECDE Teachers and to examine the Influence of Devolved Government’s Function of Training on Performance of ECDE Teachers in Laikipia East Sub County of Laikipia County, Kenya. Related literature was reviewed under the following sub headings: The Concept of Performance of ECDE Teachers, Influence of Supervision on Performance of ECDE Teachers, Influence of Learning Facilities on the Performance of ECDE Teachers and Influence of Training on Performance of ECDE Teachers. The study adopted Durkheim’s theory of Structural Functionalism whose approach views an institution as only existing because it serves a vital role in the functioning of a society. The research adopted correlational research design. The population of study was 293 which was made up of 198 ECDE teachers, 91 head teachers and four ECDE supervisors. A simple random sampling was used where a sample size of 214 was used. The sample comprised of 137 ECDE teachers and 76 head teachers were used as respondents. Purposive sampling was used to get one supervisor for interview. Piloting of the study was done in the neighbouring sub county of Laikipia North which had similar characteristics with the location of the study. The study used questionnaires and interview schedule as the research instruments. The instrument’s face and content validity were ascertained by the experts of Faculty of Education of Chuka University. Quantitative data was analysed using descriptive and inferential statistics. The analysed data was presented in percentages, frequencies, figures, tables, means and regression models. The qualitative data obtained from interview schedule was discussed and analysed through Narrative Analysis. The study established that supervision of ECDE teachers was not sufficient which may have been attributed to lack of enough supervisors, the learning facilities were insufficient in the ECDE centres and that the County Government employs trained teachers from various ECDE teachers training colleges but there were little or no in-service trainings done through workshops and seminars to help improve the performance of ECDE teachers. In view of the findings the study recommends that: The County Government to increase the number of supervisors to improve the supervision of ECDE teachers in the sub county, the County Government to provide enough learning facilities to meet the needs of the new CBC curriculum and that the County Government to establish bills through the county assembly that will ensure there is regular capacity building of the ECDE teachers through seminars and workshops. This study may be of significance in providing useful information about the status and needs of trainings, supervision and provision of learning facilities in ECDE centres for quality preschool education and hence development of holistic child.