INFLUENCE OF TEACHER TRAINING ADEQUACY ON THE IMPLEMENTATION OF EARLY CHILDHOOD DEVELOPMENT EDUCATION PROGRAMMES IN PUBLIC SCHOOLS IN ISIOLO COUNTY, KENYA

Abstract

This study examined the relationship between teacher training adequacy and implementation of Early Childhood Development Education (ECDE) programmes in public schools in Isiolo County, Kenya. Guided by Human Capital Theory, the study adopted a descriptive survey design. The target population comprised 10 ward coordinators, 162 headteachers, and 350 ECDE teachers. A sample of 264 respondents consisting of 8 ward coordinators, 81 headteachers and 175 ECDE teachers was selected using purposive and simple random sampling techniques. Data were collected using questionnaires and interviews. Pearson’s product-moment correlation was used to test the relationship between teacher training adequacy and ECDE implementation. Findings revealed a positive and statistically significant relationship between teacher training adequacy and ECDE implementation (r(68) = .463, p < .001). The findings indicate that strengthening teacher training is important for effective ECDE implementation. The study recommends standardised pre-service and in-service training, alongside regular monitoring and evaluation of teacher training programmes.