Effect of Teacher Qualification on Implementation of Pre-Primary Mathematics Curriculum in Central Division, Trans-Nzoia County

Abstract

This study aimed to determine the effect of teacher qualification on implementation of Pre-primary Mathematics Curriculum in Central Division, Trans-Nzoia County. The study's objective was to determine the effect of teacher qualification, on implementing pre-primary learners' Mathematics curriculum in Trans-Nzoia County. The study was anchored on Skinner and Erickson's Psychosocial Development and Needs Assessment theory. The researcher used a descriptive survey design. The sample size was drawn using the Fishers formula and constituted 112 respondents. Stratified sampling was used to get respondents from each sector as follows; 74 Early Childhood Development Education (ECDE) teachers, 36 primary head teachers.The researcher used a saturated sample to select the only three educational officers. A pilot study to test reliability and validity of research instruments and the reliability were above 0.70 Cronbatch Alphas. The apparatus for data collection were the questionnaires and interview, and observation schedules. Quantitative data were analyzed using Statistical Package for Social Sciences version 11.5, and results presented using percentages, means, frequencies, and p-values, while qualitative data were analyzed using themes.The study findings indicated a significant relationship between teacher's qualifications. The study recommends that the government should formulate a policy to always take into consideration teachers' qualifications.