Teachers Competence on Pre-primary School Academic Performance in Selected Private Schools in Suleja.
CHAPTER ONE
Objectives of the Study
This study is guided by the following specific objectives:
- To assess the competence of pre-primary school teachers in selected private schools in Suleja, Nigeria, in terms of their qualifications, pedagogical skills, and teaching practices.
- To examine the relationship between the competence of pre-primary school teachers and the academic performance of children in these schools.
- To identify the factors that contribute to or hinder the competence of pre-primary school teachers in the selected private schools in Suleja.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Pre-Primary Education
Pre-primary education, often referred to as early childhood education (ECE), constitutes a crucial phase in a child’s educational journey. It caters to children aged three to six and is designed to provide a solid foundation for their future academic endeavours (Adkintomide & Oluwatosin, 2021). This educational stage is characterized by achild-centredd approach, focusing on holistic development rather than traditional academic subjects.
The primary objective of pre-primary education is to foster the overall development of young learners. This encompasses cognitive, social, emotional, and physical development (Ejieh, 2020). It goes beyond imparting academic knowledge to nurturing essential life skills and values (United Nations International Children Emergency Fund, 2021). Pre-primary education aims to create a conducive environment where children can explore, experiment, and develop a love for learning (Seda, Aysegul, & Berrin, 2020).
Significantly, pre-primary education plays a pivotal role in preparing children for formal schooling. It equips them with essential skills such as language development, numeracy, and problem-solving (National Institute for Early Education Research, 2015). Moreover, the socialization opportunities provided in pre-primary settings enable children to interact with peers and develop crucial social skills (Günseli & Güzin, 2017). These interactions contribute to the development of empathy, cooperation, and conflict-resolution skills.
Private pre-primary schools, like those in Suleja, Nigeria, are instrumental in delivering quality early childhood education (Sool, 2020). These institutions often emphasize smaller class sizes, well-trained teachers, and child-centred approaches (Allsaints, 2018). They are uniquely positioned to provide a nurturing environment that caters to individual learning needs, fostering a strong educational foundation (Salami, 2016).
In this context, exploring the concept of pre-primary education and understanding its objectives and significance is vital. It sets the stage for a comprehensive examination of the competence of teachers in private pre-primary schools in Suleja, Nigeria, and its impact on academic performance and child development. To achieve this, it is essential to delve into the qualifications, training, and characteristics of pre-primary teachers (National Institute for Early Education Research, 2019) and their role in promoting the holistic development of young learners (Morrow & Weinstein, 2018).
In summary, pre-primary education is a critical phase in a child’s development, focusing on holistic growth and the acquisition of essential skills. Its objectives encompass cognitive, social, and emotional development, and it serves as a foundation for formal schooling. Private pre-primary schools in Suleja, Nigeria, contribute significantly to delivering quality early childhood education, making it imperative to explore the competence of teachers in this context.
Teacher Competence
Teacher competence in the pre-primary education sector is a critical factor in shaping the academic performance and overall development of young learners (Bolarinwa, 2014). To understand its significance fully, it is essential to delve into the qualifications, skills, and characteristics that are particularly relevant in the context of pre-primary education.
Qualifications of Pre-primary Teachers
Qualifications are a fundamental aspect of teacher competence (Nigeria Education Research and Development Council, 2017). Pre-primary teachers should possess a foundation in early childhood education and development, as these are unique and distinct from other educational levels (National Institute for Early Education Research, 2015). Qualifications often encompass a relevant bachelor’s or diploma degree, with specialized coursework in early childhood education and child development (Angelov, 2019). It is vital to investigate whether teachers in private pre-primary schools in Suleja meet these qualifications, as this directly impacts their ability to provide high-quality education.
Skills and Pedagogical Approaches
Beyond qualifications, teachers should possess a range of skills and pedagogical approaches tailored to the needs of young learners (Great Schools Staff, 2016). These include the ability to create engaging, play-based learning environments (Elif, 2020) and adapt teaching methods to cater to individual learning styles (Odinko, 2018). Furthermore, effective classroom management and behaviour management skills are essential (Black, 2017). Investigating the presence and utilization of these skills among pre-primary teachers in Suleja private schools is crucial in assessing their competence.
CHAPTER THREE
METHODOLOGY
Introduction
The methodology employed in this study aligns with the research objectives aimed at investigating the competence of pre-primary school teachers in private schools in Suleja, Nigeria, and its impact on academic performance and child development. This chapter elucidates the research design, population, sampling technique, sources, and methods of data collection, data analysis, validity and reliability measures, and ethical considerations, all of which were meticulously chosen to ensure the rigour and trustworthiness of the study.
Research Design
The research design chosen for this study plays a pivotal role in shaping the trajectory and execution of the research (Saunders et al., 2019). To comprehensively examine teacher competence and its influence, a quantitative survey research design was selected. This design was chosen due to its ability to efficiently gather data from a large and diverse population (Saunders et al., 2019). The utilization of surveys allows for the collection of standardized responses, facilitating numerical analysis and comparisons that are essential for addressing the research objectives.
The quantitative survey research design is particularly suitable for this study due to its capability to efficiently accumulate data from a broad and heterogeneous population, as emphasized by experts in the field (Saunders et al., 2019). The rationale behind this choice stems from the suitability of surveys in collecting standardized responses. Surveys offer a structured approach to data gathering, ensuring that each participant is presented with a consistent set of questions and response options. This standardized format is of paramount importance as it permits the subsequent application of numerical analysis and facilitates meaningful comparisons. Such analytical capabilities are fundamental for achieving the research objectives that underpin this study, which seeks to explore the multifaceted dimensions of teacher competence and its ramifications within the context of pre-primary education (Saunders et al., 2019).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings
The study aimed to investigate the competence of pre-primary school teachers in selected private schools in Suleja, Nigeria, with a focus on their qualifications, pedagogical skills, teaching practices, and the factors influencing their competence. The findings reveal valuable insights into the state of pre-primary education in the context of private schools in Suleja.
Firstly, the study examined the qualifications and pedagogical skills of pre-primary school teachers. The results from Table 4.8 indicate that a significant proportion of respondents (67.3%) either agreed or strongly agreed that these teachers possessed the necessary educational qualifications required for effective teaching. This finding suggests that a considerable number of teachers in the selected private schools meet the educational standards expected for pre-primary educators. However, it is essential to note that 15.1% of respondents were uncertain about this aspect, indicating room for clarification and improvement in the qualifications of some teachers.
Similarly, when considering the alignment of pedagogical skills and training with the developmental needs of young learners (Table 4.9), the findings are generally positive. Over 73% of respondents either agreed or strongly agreed that pre-primary school teachers possessed pedagogical skills and training that were in harmony with the developmental needs of children. This result highlights the importance of teachers having the knowledge and skills necessary to cater to the unique requirements of early childhood education.
Additionally, the study explored whether pre-primary school teachers demonstrated a strong understanding of child psychology and early childhood development (Table 4.10). Here, the majority of respondents (68.3%) agreed or strongly agreed with this statement. This outcome indicates that many teachers have a sound grasp of the psychological and developmental aspects crucial to effective teaching in pre-primary settings. Nonetheless, 13.5% of respondents were uncertain, suggesting potential variations in teachers’ levels of understanding in this area.
The study delved into teaching practices and their effectiveness in engaging and motivating young learners (Table 4.11). The results reveal that a significant portion of respondents (78%) either agreed or strongly agreed that pre-primary school teachers in the selected private schools employed innovative and interactive teaching methods that effectively engaged and motivated children. This finding is particularly encouraging, as engaging teaching practices are essential for capturing the attention and interest of young learners. However, it is worth noting that 18.3% of respondents disagreed or were uncertain, indicating areas where teaching practices may need enhancement.
Conclusion
In conclusion, the results of the hypothesis testing in this study provide valuable insights into the competence of pre-primary school teachers in selected private schools in Suleja, Nigeria. The findings reveal that a significant proportion of teachers possess the necessary qualifications, pedagogical skills, and teaching practices that align with the developmental needs of young learners. This suggests that many teachers in the private pre-primary school sector in Suleja are well-prepared to facilitate effective early childhood education.
Additionally, the study highlights the importance of providing ongoing support and professional development opportunities to teachers to enhance their competence further. It also underscores the challenges posed by external factors, such as workload and classroom size, which can impact the ability of teachers to deliver quality education in pre-primary settings.
Recommendations
Based on the findings and conclusions drawn from this study on the competence of pre-primary school teachers in selected private schools in Suleja, Nigeria, the following recommendations are offered to improve the quality of pre-primary education in the region:
- Invest in Teacher Training Programs: Private schools should invest in comprehensive teacher training programs that focus on early childhood education. These programs should equip teachers with the necessary pedagogical skills and knowledge required to cater to the developmental needs of young learners effectively.
- Promote Continuous Professional Development: School administrators and educational authorities should encourage and support pre-primary school teachers in pursuing continuous professional development opportunities. This may include workshops, seminars, and online courses that keep teachers updated with the latest teaching methodologies and research.
- Reduce Workload and Class Sizes: Efforts should be made to reduce the workload of pre-primary school teachers and maintain reasonable class sizes. Overcrowded classrooms and excessive administrative tasks can hinder the teacher’s ability to provide quality education.
- Provide Age-Appropriate Teaching Resources: Schools should ensure that pre-primary teachers have access to age-appropriate teaching materials and resources that enhance the learning experience. This includes books, educational toys, and art supplies tailored to the needs of young children.
- Promote Collaborative Teaching Practices: Encourage collaborative teaching practices among pre-primary school teachers and school leadership. This can foster a supportive and inclusive classroom environment that promotes holistic child development.
Contribution to Knowledge
This study makes several valuable contributions to the existing body of knowledge in the field of pre-primary education, specifically in the context of selected private schools in Suleja, Nigeria.
Firstly, this research contributes to the understanding of teacher competence in pre-primary education. By thoroughly investigating the qualifications, pedagogical skills, and teaching practices of pre-primary school teachers, it provides a comprehensive picture of the factors that influence teacher effectiveness. This insight is essential for educators, policymakers, and school administrators seeking to improve the quality of early childhood education.
Secondly, the study highlights the significance of teacher training and professional development programs. By revealing that teachers who receive professional development opportunities demonstrate higher levels of competence, it underscores the importance of ongoing training for pre-primary educators. This finding can inform the development of targeted teacher training initiatives that align with the developmental needs of young learners.
Additionally, the research contributes to the literature on the impact of external factors on teacher competence. The identification of factors such as workload and classroom size as potential hindrances to teacher effectiveness shed light on the challenges faced by pre-primary school teachers. Recognizing these external influences can prompt educational authorities and school administrators to implement policies and measures that alleviate these burdens and create a more conducive teaching environment.
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