Effect Of Teacher Characteristics On The Acquisition Of Number Work Skills By Pre-school Children In Ugunja District, Siaya County, Kenya.

Abstract

The purpose of this was to investigate the influence of teacher characteristics on children’s acquisition of number work skills in Ugunja District. The study used questionnaires, documentary analysis and observation checklist to collect data. The population for the study comprises of 36 teachers out of 120 of the sampled schools from a population of 60 schools. The study used expost facto research design. The data was analyzed using descriptive statistics which involved tabulation of data into tables, and percentages. The findings of this study revealed that teacher’s academic and professional qualification, teacher’s teaching experience and teacher gender do influence children’s acquisition of number work skills in Ugunja District. The result indicated that many years of experience contributes to high level of number works acquisition skills among preschool children, high level of academic and professional among teachers help pre-school children to acquire more skills in mathematics activities. Most female teachers were better performance in imparting mathematics knowledge to preschool children compared to male teachers who were also few in numbers.