Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya
Bibliographic record
Abstract
Early Childhood Education (ECE) is fundamental to holistic development of children between zeros to eight years old. Thus, teacher professional development is key to enabling children grow and develop in the most appropriate ways. This study examined the extent to which teacher professional qualification in Early Childhood Education influences promotion rates of children in public primary schools in Embu County, Kenya. To achieve this objective the study adopted correlation research design, where stratified and simple random sampling techniques were used to sample 39 ECE schools attached to public primary schools. Simple random sampling was used to select 39 public primary headteachers, 39 ECE teachers and 156 public primary teachers Data for this study was collected through the use of questionnaires. An observation schedule checklist and documentary analysis guide for purposes of data triangulation. To check reliability and validity of research instruments, a pilot study was conducted Data from the questionnaire was analyzed through the use descriptive and inferential statistics while data from interviews and documentary analysis guide was analyzed in themes in line with the research objective. Research findings from quantitative data were presented using frequencies, percentages, means, standard deviations, and inferential statistics using Pearson Chi-Square Tests. Results showed that there is a positive correlation between teacher professional qualification in ECE and promotion rates in public primary schools ECE (r=.672, n=37, p<.05). The research concluded that there is a positive correlation between teacher professional qualification in ECE and the promotion rates of learners in public primary schools. The study recommended that the Teacher’s Service Commission in collaboration with the County Governments should continue to deploy adequate and qualified primary and ECE teachers to both primary and ECE schools to improve internal efficiency.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".