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Teachers' Perceptions on the Relationship Between Teachers' Working Conditions and Pupils' Reading Ability in Pre-Primary

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Teachers' Perceptions on the Relationship Between Teachers' Working Conditions and Pupils' Reading Ability in Pre-Primary TEACHERS’ PERCEPTIONS ON THE RELATIONSHIP BETWEEN TEACHERS’ WORKING CONDITIONS AND PUPILS’ READING ABILITY IN PRE-PRIMARY SCHOOLS IN NAKURU COUNTY, KENYA KIMWOMI MARY MORAA E55/CE/24392/2012 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EARLY CHILDHOOD STUDIES IN THE SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY JUNE, 2019 DECLARATION I declare that this thesis is my original work and has not been presented in any other university/institution for consideration. This research thesis has been complemented by referenced sources duly acknowledged. Where text, data (including spoken words), graphics, pictures or tables have been borrowed from other sources, including the internet, these are specifically accredited and references cited in accordance with anti- plagiarism regulations. Signature ........................................................ Date ....................................................... Kimwomi Mary Moraa E55/CE/24392/2012 Supervisor We confirm that the work reported in this thesis was carried out by the candidate under our supervision as University supervisors. Signature ........................................................ Date ........................................................... Dr. Gladwell Wambiri Department of Early Childhood Studies Kenyatta University Signature ........................................................ Date ............................................................ Dr. Maureen Mweru Department of Early Childhood Studies Kenyatta University ii DEDICATION I humbly dedicate this thesis to my family for their support and understanding during the time I was undertaking my studies. iii ACKNOWLEDGEMENT This study has been successful through the strength, wisdom and direction God has given me from the beginning to the end; I thank the almighty God for this achievement. The completion of this thesis would not have been successful without the inspiration and support of a number of people. I would like to humbly acknowledge their encouragement and support. Firstly, special thanks go to my supervisors, Dr. Gladwell Wambiri and Dr. Maureen Mweru. Their advice and guidance throughout has been helpful in making this research possible. Secondly, I wish to acknowledge the staff of the Department of Early Childhood Studies Kenyatta University for their support since I enrolled for my master’s studies. Thirdly, my thanks are also due to the head teachers and pre-primary school teachers of Rongai Sub-County, Nakuru, for their generosity in completing the questionnaires which formed an integral part of this thesis. Fourthly, I am indebted to my MEd (ECE) colleagues for their encouragement and advice whenever I required it. Lastly, I am grateful to my husband Henry Kimwomi and children: Lydia, Collins, Janvan and Hilary for their understanding and moral support during my Masters studies; without them I would not have come this far. iv TABLE OF CONTENTS DECLARATION............................................................................................................... ii DEDICATION.................................................................................................................. iii ACKNOWLEDGEMENT ............................................................................................... iv TABLE OF CONTENTS ..................................................................................................v LIST OF TABLES ......................................................................................................... viii LIST OF FIGURES ......................................................................................................... ix ABBREVIATIONS AND ACRONYMS ..........................................................................x ABSTRACT ...................................................................................................................... xi CHAPTER ONE: INTRODUCTION AND CONTEXT OF THE STUDY .................1 1.0 Introduction ....................................................................................................................1 1.1 Background to the Study ................................................................................................1 1.2 Statement of the Problem ...............................................................................................7 1.3 Purpose of the Study ......................................................................................................8 1.4 Objectives of the Study ..................................................................................................8 1.5 Research Hypotheses .....................................................................................................8 1.6 Significance of the Study ...............................................................................................9 1.7 Limitations and Delimitation of the Study.....................................................................9 1.7.1 Limitations of the Study...................................................................................10 1.7.2 Delimitations of the Study ...............................................................................10 1.8 Assumptions of the Study ............................................................................................10 1.9 Theoretical and Conceptual Framework ......................................................................11 1.9.1 Theoretical Framework ....................................................................................11 1.9.2 Conceptual Framework ....................................................................................12 1.10 Operational Definition of Terms ................................................................................13 CHAPTER TWO: LITERATURE REVIEW ...............................................................15 2.0 Introduction ..................................................................................................................15 2.1 Teacher Workload and Pupils’ Reading Ability ..........................................................15 2.2 School Leadership and Pupils Reading Ability ...........................................................24 2.3 School Infrastructure and Pupils Reading Ability .......................................................31 v 2.4 Classroom Organization and Pupils Reading Ability ..................................................36 2.5 Summary of Reviewed Literature ................................................................................38 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ....................40 3.0 Introduction ..................................................................................................................40 3.1 Research Design...........................................................................................................40 3.2 Study Variables ............................................................................................................40 3.2.1 Independent Variable .......................................................................................40 3.2.2 Dependent Variable .........................................................................................41 3.2.2 Independent Variable .......................................................................................41 3.2.3 Research Methodology ....................................................................................42 3.3 Location of the Study ...................................................................................................42 3.4 Target Population .........................................................................................................42 3.5 Sampling Techniques and Sample Size .......................................................................43 3.5.1 Sampling Technique ........................................................................................43 3.5.2 Sample Size ......................................................................................................44 3.6 Research Instruments ...................................................................................................45 3.7 Piloting of Research Instruments .................................................................................45 3.7.1 Validity ............................................................................................................46 3.7.2 Reliability .........................................................................................................46 3.8 Data Collection Techniques .........................................................................................47 3.9 Data Analysis ...............................................................................................................47 3.10 Logistical and Ethical Considerations .......................................................................49 CHAPTER FOUR: PRESENTATION OF FINDINGS, INTERPRETATION AND DISCUSSION ...................................................................................................................50 4.1 Introduction ..................................................................................................................50 4.2 Response Rate ..............................................................................................................50 4.3 Descriptive Statistics ....................................................................................................50
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