Abstract:
The study sought to investigate factors influencing the provision of Early Childhood
Education in the Bolga Central Municipality. The study was guided by four research
objectives which were to identify parental factors that influence ECE provision,
identify school-related factors that influence ECE provision, investigate teacher related factors that influence ECE provision and determine pupil-related factors that
influence ECE provision in the Bolga Central Municipality. The study adopted a
descriptive survey design. The accessible population for the study comprised 100
ECE teachers in the Municipality. Census sampling technique was used to select the
sample population for the study. Questionnaire with close-ended items was used to
collect relevant data for the study. Data collected were analyzed using descriptive
statistical tools such as frequencies, percentages, mean and standard deviation with
the help of Statistical Packages for Social Sciences (SPSS) version 23. It was revealed
in the study that, ECE teachers at Municipality believe and perceive parental factors,
school-related factors, teacher-related factors and pupils-related factors to play critical
roles in the provision of ECE, education of children and in the long run influence the
academic performance of children. It was concluded that these factors are critical to
the education and development of children as they influence the learning process and
academic performance of children in the long run. It was recommended in the study
that; the leadership and authorities of the schools in the Municipality should
encourage parents to participate and be involved in the education of their wards. Also,
the schools should provide the needed materials and create conducive environment for
children learning. In-service training should be organized for teachers so as to abreast
their knowledge and methodologies of teaching children
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Education
Early Childhood Education
in the University of Education, Winneba