FACTORS THAT HINDER MALES FROM TEACHING EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) CLASSES IN EASTERN ZONE OF NAKURU MUNICIPALITY

##plugins.themes.academic_pro.article.main##

Samwel Njenga Njoroge
Catherine Wambui Njukia

Abstract

There has been a steady increase of male teachers training in ECDE courses over the school holidays. However even after graduating these male teachers do not take up the ECDE classes to teach. Therefore this necessitated this study that sought to find out the factors that hinder male teachers from teaching ECDE classes. Literature review shows that the ECDE teaching has all along been seen as a feminine job. It has been perceived as an extension of the female role of giving birth and taking care of the young children. This negative perception has discouraged male teachers even after training in ECDE certificates from teaching in these classes. The research design adapted for this study was a mixed research methods approach. Simple random sampling was used to sample the participants. Questionnaires were then used to collect data. The findings showed that negative attitude among male teachers towards the very young children and the activities done in ECDE classes which are viewed as childish; discourage male teachers from teaching these classes. The society also has a low opinion over teachers who handle ECDE classes. The study recommended that male teachers should to be guided and counseled on the importance of their teaching in ECDE classes as well as the critical role they would play in modeling the character of specifically the boy child.

##plugins.themes.academic_pro.article.details##

How to Cite
Njoroge, S. N., & Njukia, C. W. (2018). FACTORS THAT HINDER MALES FROM TEACHING EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) CLASSES IN EASTERN ZONE OF NAKURU MUNICIPALITY. Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT), 1(1), 10. Retrieved from http://journals.essrak.org/index.php/education/article/view/102

References

1) Acker S., (1995). Carry on caring: The Work of Women Teachers. British Journal of Education 16(1), 2136.
2) Bailey L., (1996). The Feminization of a School. Women Teachers in a Boy’s School. In Gender and Education, 8(2) 171-185.
3) Gray, L. (1986). Educational Research Competencies for Analysis Application (2nd Ed). Columbus: Oluo Meli.
4) Kabiru M., & Njenga, A. (2009) Foundations of Early Childhood Development and Education Curriculum Development. Nairobi; Focus Publishers.
5) Kothari, C.R. (2004). Research Methodology, Methods and Techniques. New age International (p) Limited.
6) Langeveld M., J. (1963). The Psychology of Teachers and Teaching Profession in: Bereday G., Z., F. and J., A LAuwers (Eds) the Yearbook of Education 1963. The Education and Training of Teachers. London: Evans Brothers.
7) Meiners E., R. (2002) Disengaging From the Legacy of Lady Bountiful in Teacher Education Classroom. Gender and Education 14(1) 85-94.
8) Mugenda, O.M. & Mugenda, A.G. (1999). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Africa Centre for Technology Studies (ACTS) press.
9) Nias J., (1989) Primary Teachers Talking: A Study of Teaching Work. London: Routledge
10) Ngau and Kumssa, (2004). Research, Design, Data Collection and Analysis. A Training Manual, UOM print shop. Nairobi.
11) Njoroge (2012) A Survey of the Student-Teacher Training and Implementation of Classroom Management in Public Schools: A Case of Nakuru Municipality. CUEA Nairobi. A Published Thesis.
12) Ornstein, A. C. & Hunkins, F. P. (2010). Curriculum: Foundations, Principles and Issues, (4th ed.). Allyn and Bacon.
13) Rollnick, R. (2011). Nakuru Kenya: Cleaning a Town, From the Ground Up. Retrieved from www. Un.org/../151 city 4.html on 23rd May 2013.
14) Rots I., Sabee E., Aelterman A. (2002) The Feminization and the Social Status of the Teaching Profession. Paper presented at the European Conference on Educational Research, University of Lisbon.
15) Shiundu J., S., (1992) Curriculum Theory and Practice in Kenya. Nairobi: Oxford University Press.
16) Thungu, J., Wandera, K., Gachie, L., Alumande, G. (2011) Mastering PTE Education. Nairobi; Oxford University Press.