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| Pre-Primary School Teachers' and Classroom Characteristics Towards The Attainment of the Objectives of Policy Documents in Early Childhood Education in North Central, Nigeria
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Hafees Tosin SULYMAN, Prof. Monica Ngozi ODINKO, Dr. Olayiwola G. OLORISADE, Usman Tunde SAADU. Ph.D.
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Abstract:
Pre-primary education is adjudged the best investment any country can offer the young generation. Hence, the study, investigated exploration of pre-primary school teachers' and classroom characteristics towards the attainment of the objectives of policy documents in early childhood education in north central, Nigeria. The descriptive survey design was adopted for this study. The sample consisted of 81 pre-primary schools. Multi-stage sampling was used to select the sample. Researcher-designed questionnaires were used to elicit information. Pre-primary school Teacher Characteristics Questionnaire (PTCQ), and Pre-primary school Classroom Characteristics Checklist (PCCC) all the instruments and were subjected to face and content validation. The reliabilities of the instruments were established using PPMC; the result yielded 0.91, and 0.96 respectively. Two research questions were generated and answered. Descriptive statistics of frequency, mean, and percentage were used to answer the research questions. The findings indicated that teachers with NCE qualification were more in number, female teachers were more in number than male teachers. Also, the groups chosen by pupils' were predominant in the classroom. The grid was the most used seating arrangement in some pre-primary school, the most available learning corner in most pre-primary school classrooms was play corner. It was recommended that the bodies in charge of granting approval for the establishment of pre-primary schools across the country should be proactive and be more meticulous in following the minimum standards.
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