Influence of Teacher Motivation on Provision of Quality Early Childhood Education in Njoro Divison, Nakuru County, Kenya

The benefits associated with quality education have been acknowledged globally. Quality early childhood education programmes have been found to help to build a strong foundation for the child’s physical, mental, emotional and social development that prepare them for a lifetime. In regard to this early childhood education was believed to prepare children for primary school. The purpose of this study was to investigate the influence of teacher motivation on the provision of quality early childhood education. Descriptive survey research design was used. The target population for the study was pre-school teachers and head teachers in Njoro Division, Nakuru County. The division has 84 ECE centres. The respondents comprised of 84 Head teachers, 168 ECDE teachers forming a target population of 252 respondents. Stratified sampling method and simple random sampling was used to select the sample size for the study. The sample size was 50% of 168 teachers (84) and 84 pre-school teachers (42) were selected giving a total of 126 respondents. Questionnaires and interview schedules were used to obtain data from the field. Questionnaires were piloted at to the ECDE centres in Njoro Division comprising of nine respondents which were not included in the final study to test validity and reliability of the instrument. Quantitative data was analysed using descriptive statistics which included mean, frequencies and percentages and presented in terms of tables, graphs and charts. Qualitative data was coded and analysed thematically based on the study objectives. The study established that teacher motivation positively and significantly influenced the provision of quality early childhood education. The study concludes that teacher motivation is critical to the success in enhancing quality ECDE education. This because teachers are the most important implementers, since they interface with the learners who have special education needs. The study recommends that special motivational strategies that target ECDE teachers on ECDE programs education should be implemented. All teachers who work in an inclusive setting should be given a special allowance