Teachers Competence on Pre-Primary School Academic Performance in Selected Private Schools in Suleja
Abstract
This study employed a quantitative survey research design to investigate the competence of pre-primary school teachers in selected private schools in Suleja, Nigeria. A structured questionnaire was developed to collect data from a sample of 120 respondents, primarily pre-primary school teachers. The data collected were subsequently presented and analyzed using SPSS27. The study also utilized t-tests to examine the hypotheses formulated. The research findings revealed several key insights. Firstly, the study demonstrated that pre-primary school teachers in the selected private schools possessed the necessary educational qualifications required for effective teaching. A significant proportion of respondents either agreed or strongly agreed with this statement, indicating a high level of confidence in the qualifications of the teachers. Furthermore, the pedagogical skills and training of these teachers were found to align with the developmental needs of young learners, as indicated by the majority of respondents who agreed or strongly agreed with this assertion. This finding underscores the importance of teacher training programs in preparing educators to meet the specific needs of pre-primary students. In addition, the study identified that pre-primary school teachers in these schools demonstrated a strong understanding of child psychology and early childhood development. The majority of respondents either agreed or strongly agreed that teachers possessed this understanding. Moreover, the research found that teachers employed innovative and interactive teaching methods that effectively engaged and motivated young learners. This result indicates that these teachers are employing pedagogical practices that promote active learning and foster a positive learning environment. In conclusion, based on the research findings, it can be inferred that the pre-primary school teachers in selected private schools in Suleja, Nigeria, possess the necessary qualifications and pedagogical skills required for effective teaching. Their competence is evident in their understanding of child psychology, their innovative teaching methods, and their alignment with the developmental needs of young learners. These findings highlight the importance of teacher training and professional development in ensuring the competence of pre-primary educators. In light of these results, it is recommended that private school owners and educational authorities continue to invest in teacher training programs that enhance pedagogical skills and align with the specific needs of pre-primary education. Additionally, efforts should be made to reduce external factors, such as workload and classroom size, that may impact the ability of pre-primary school teachers to deliver quality education. By focusing on these recommendations, the competence of pre-primary school teachers can be further improved, ultimately benefiting the academic performance and overall development of young learners in Suleja and similar contexts.
CHAPTER ONE
INTRODUCTION
Background to the Study
The competence of teachers in pre-primary education plays a pivotal role in shaping the academic performance and overall development of young learners (Allsaints, 2018). Pre-primary education is a crucial foundation that prepares children for their future academic endeavours (Edward, 2020). Teachers in this phase of education are tasked with not only imparting knowledge but also nurturing the cognitive, social, and emotional development of young children (National Institute for Early Education Research, 2020). In the context of selected private schools in Suleja, Nigeria, the competence of pre-primary school teachers has become a matter of significant concern.
The pre-primary stage, which typically caters to children aged three to six, is a critical period for laying the groundwork for a child’s academic journey (Ejieh, 2020). During this phase, children develop foundational skills and attitudes towards learning that will shape their educational trajectory (McKenna, 2019). Therefore, the effectiveness of teachers in this stage has far-reaching implications for a child’s subsequent educational achievements (Bolarinwa, 2018). Hence, it is imperative to investigate the competence of teachers in private pre-primary schools in Suleja and its impact on academic performance.
In Suleja, as in many parts of Nigeria, private pre-primary schools play a significant role in providing early childhood education (Ejieh, 2020). These schools often cater to children from diverse backgrounds, including those whose parents seek quality education as an investment in their children’s future. As such, the competence of teachers in these private pre-primary schools is a critical factor that parents consider when choosing an educational institution for their children (Great Schools Staff, 2016). Parents understand that the quality of education provided during the pre-primary years sets the stage for their child’s future success (National Association for the Education of Young Children, 2020).
However, concerns have arisen regarding the competence of pre-primary school teachers in some private schools in Suleja. It is essential to examine the qualifications and training of these teachers to ensure that they are adequately prepared to meet the developmental needs of young learners (Nafiu, 2016). Research has shown that teacher qualifications are a significant predictor of student academic performance (Ibe et al., 2020). Therefore, the qualifications of pre-primary teachers should be scrutinized to understand their potential impact on the academic performance of the children they teach (Odinko et al., 2019).
One of the critical aspects to consider when assessing the competence of pre-primary school teachers is their educational background (Angelov, 2019). In many cases, parents expect pre-primary teachers to have a solid educational foundation, including relevant training in early childhood education (Chepkonga, 2017). However, there have been instances where individuals without formal qualifications in education are employed as pre-primary teachers in private schools (Odinko, 2016). This raises questions about their ability to implement developmentally appropriate practices and create a stimulating learning environment (National Institute for Early Education Research, 2019).
Furthermore, the quality of pre-primary teacher training programs can vary widely. Effective training equips teachers with the knowledge and skills needed to foster children’s cognitive, social, and emotional development (Odinko, 2016). Inadequate training may lead to a lack of understanding of child development principles and evidence-based teaching strategies (MomentPath, 2019). Consequently, it is essential to evaluate the training programs that pre-primary teachers in Suleja’s private schools receive to determine whether they align with best practices in early childhood education (Karin, 2019).
Beyond qualifications and training, the classroom environment and teaching practices also play a significant role in shaping young learners’ experiences and academic performance (Morrow & Weinstein, 1982). Effective pre-primary classrooms should be well-organized, stimulating, and conducive to active learning (Komendat & Sarah, 2020). Teachers need to create an environment that encourages exploration, creativity, and social interaction (Louisa, 2018). However, concerns have been raised about the adequacy of classroom facilities and resources in some private pre-primary schools in Suleja (Ohakamike-Obeka, 2020).
The competence of pre-primary school teachers is closely tied to their ability to create an enriching classroom environment (Günseli & Güzin, 2017). Teachers who are well-trained and knowledgeable about child development can design learning spaces that promote children’s engagement and curiosity (MomentPath, 2019). They can use developmentally appropriate teaching materials and activities that align with the needs and interests of young learners (Elif, 2010). However, when teachers lack the necessary competence, they may struggle to provide a stimulating environment that supports children’s academic and social development (Encyclopaedia of Children Health, 2019).
Moreover, the teacher’s role extends beyond academics; it encompasses fostering social and emotional development (Nigeria Education Research and Development Council, 2017). Pre-primary teachers should create a nurturing and supportive atmosphere where children feel safe and valued (National Institute for Early Education Research, 2015). They should be skilled in managing classroom behaviour and resolving conflicts among young children (Black, 2017). Teachers who possess these competencies can contribute significantly to the development of children’s social and emotional skills, which are essential for their overall well-being (McKenna, 2020).
Statement of Problem
The statement of the problem in the context of private pre-primary schools in Suleja, Nigeria, is multifaceted and warrants careful consideration. Concerns have arisen regarding the competence of pre-primary school teachers in these institutions (Nafiu, 2016). This issue is particularly troubling given the critical role that pre-primary education plays in laying the foundation for a child’s academic journey (Edward, 2020). The qualifications and training of pre-primary teachers are pivotal factors influencing the quality of education provided during these formative years (Ibe et al., 2020).
A significant problem lies in the qualifications of some pre-primary school teachers. Instances have been reported where individuals without formal qualifications in education are employed as pre-primary teachers in private schools (Odinko, 2016). This raises questions about their capacity to implement developmentally appropriate practices and create a stimulating learning environment (National Institute for Early Education Research, 2019).
Additionally, the quality of pre-primary teacher training programs varies, and inadequate training may result in a lack of understanding of child development principles and evidence-based teaching strategies (MomentPath, 2019). This discrepancy in teacher qualifications and training programs is a cause for concern as it may impact the overall academic performance and developmental outcomes of young learners in Suleja’s private pre-primary schools (Nafiu, 2016).
In addressing this problem, it is crucial to examine the qualifications and training of pre-primary teachers in private schools in Suleja, Nigeria, to assess their competence in fostering children’s cognitive, social, and emotional development during this critical phase of education.
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.
Research Questions
To address the above objectives, the study explored the following research questions:
- What are the qualifications and pedagogical skills of pre-primary school teachers in selected private schools in Suleja?
- How do pre-primary school teachers in these schools implement teaching practices that promote effective learning?
- What are the factors that affect the competence of pre-primary school teachers in these schools?
Research Hypotheses
The study tested the following hypotheses:
Null Hypotheses (H0):
- There is no significant relationship between the qualifications and pedagogical skills of pre-primary school teachers and their competence in selected private schools in Suleja.
- There is no significant correlation between the competence of pre-primary school teachers and the academic performance of children in selected private schools in Suleja.
- There are no significant factors that affect the competence of pre-primary school teachers in selected private schools in Suleja.
Alternative Hypotheses(H1):
- There is a significant relationship between the qualifications and pedagogical skills of pre-primary school teachers and their competence in selected private schools in Suleja.
- There is a significant correlation between the competence of pre-primary school teachers and the academic performance of children in selected private schools in Suleja.
- There are significant factors that affect the competence of pre-primary school teachers in selected private schools in Suleja.
Significance of the Study
This study carries substantial relevance for a diverse range of stakeholders within the education sector, each standing to benefit in distinct ways:
The insights derived from this research hold the potential to play a pivotal role in shaping educational policies and guidelines about pre-primary education in Suleja. Policymakers can draw upon the findings to craft strategies that prioritize teacher competence and professional development, thereby contributing to the overall improvement of the pre-primary education system.
Owners and administrators of private schools in Suleja can leverage the outcomes of this study to critically evaluate and enhance the quality of their teaching staff. By identifying areas where teacher competence may be lacking, they can implement targeted strategies for improvement, which, in turn, may lead to elevated academic achievements among their students.
: Pre-primary school educators stand to benefit by gaining valuable insights into the specific facets of their competence that require enhancement. Armed with this knowledge, teachers can embark on professional development journeys tailored to address these areas of improvement. Ultimately, this self-improvement can translate into more effective teaching practices and offer opportunities for career advancement.
The findings of this study empower parents to make well-informed decisions regarding their children’s education. With a clearer understanding of the quality of teaching within private pre-primary schools in Suleja, parents can select educational institutions that align with their expectations, aspirations, and the best interests of their children.
Scope of the Study
This study will focus on selected private pre-primary schools in Suleja, Nigeria. The research will encompass an assessment of the competence of pre-primary school teachers, their qualifications, pedagogical skills, teaching practices, and the academic performance of children in these schools. Factors affecting teacher competence will also be explored. The study will involve data collection and analysis within the specified geographic area and will be limited to the time frame of the research.
Operational Definition of Terms
To ensure clarity and consistency in the study, the following key terms are defined operationally:
Pre-primary School: Refers to educational institutions that cater to children between the ages of three and six, preparing them for formal primary education.
Teacher Competence: The combination of qualifications, pedagogical skills, and effective teaching practices exhibited by pre-primary school teachers.
Qualifications: The formal education, training, and certifications possessed by pre-primary school teachers, including degrees, diplomas, and relevant teaching licenses.
Pedagogical Skills: The ability of teachers to employ effective teaching methods, strategies, and techniques to facilitate learning in pre-primary school children.
Teaching Practices: The actions, strategies, and approaches used by teachers to engage and educate pre-primary school children effectively.
Academic Performance: The measurable outcomes of students’ learning, including their achievements in subjects, tests, and assessments.
Private Schools: Independent educational institutions that are not government-owned or operated, often funded by private individuals or organizations.
References
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