ASSESSMENT OF PRE-SCHOOL TEACHERS’ COMMITMENTS TO IMPLEMENTATION OF EARLY CHILDHOOD CARE AND DEVELOPMENT EDUCATION CURRICULUM IN PRESCHOOL CENTRES IN NIGERIA

Abstract

This study investigated Preschool Teachers’ Commitments in the Implementation of Early Childhood Care and Development of Education Curriculum in Public and Private schools in Katsina State, Nigeria. The study was conducted using two (2) research objectives. The study has two research questions and two hypotheses. The study adopted a descriptive survey research design with a population of (18997) and sample size of (370). The instrument used for data collection is the questionnaire tagged “Questionnaire on the Assessment of Preschool Teachers’ Commitments in the Implementation of Early Childhood Education and Development of Education in Nigeria” (QAPTCIECECPPSN). The Instrument was subjected to construct and content validity. It was validated by experts in the field of test and measurement and experts in the field of Early Childhood Education. A pilot study was conducted and the data obtained from the pilot study was statistically analyzed using Cronbach Alpha Formula and the reliability coefficient of 0.97 was obtained. Mean and standard deviation were used to answer the research questions while chi-square was used to test the hypotheses. The findings revealed that: preschool teachers in both public and private preschool centres are committed to lesson delivery for the implementation of Early Childhood Care and Development Education Curriculum. Based on the findings, it was recommended that: preschool teachers should continue to remain committed to lesson delivery for the successful implementation of Early Childhood Care and Development Education curriculum in both public and private preschool centres.