Teachers’ Perception of the Influence of Teacher’s Experience on Pupil’s Ability to Read and Write in Public Pre- Schools in Eldoret East Sub-County

Abstract

Despite some significant gains in learner enrolment and community initiatives in Eldoret East Sub-County, there is a wide variation in the level of acquisition of literacy and numeracy skills in public pre-schools. The study sought to determine teachers perception of the influence of teachers experience on pupil’s ability to read and write in public pre-schools in Eldoret East Sub-County. The study was guided by the Systems Theory, which was advanced by Senge. The study used a descriptive survey research design. This study was conducted in the Eldoret East Sub-County, Uasin-Gishu County, Kenya. The study population was 84 head-teachers, and all the 252 teachers spread in 84 pre-schools in the Sub-County. A stratified random sample of 8 urban pre-schools and 20 rural public pre-schools participated in the study. Respondents in the study were all the selected schools head-teachers and a stratified random sample of 84 pre-school teachers. A validated questionnaire was used to collect data to ensure the reliability of the questionnaire. A pilot study was conducted. Data were analyzed using descriptive statistical techniques which include percentages and means. Data were presented in charts and frequency tables. This study was done with an appropriate computer programme (statistical package for social sciences SPSS). The results will be used to improve the effectiveness of pre-school education. The findings will also be used to address any existing challenges that impact the quality of pre-school education. The findings may also be a source of valuable information for further research in areas related to the study.