Rewards of early child hood teachers on pupil Performance in Pre-Primary Schools. A case study of Kivaa Zone Masinga Division Yatta District- Kenya.
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Date
2008-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education, Open and Distance Learning.
Abstract
This study is out to assess the impact of rewards to early child hood
teachers of pupils' performance. The study was guided by three specific
objectives: to determine the factors in the rewards systems that motivate
teachers in early child hood education in pre-primary school; to identify
the types of rewards that exist in early childhood education schools; to
determine the problems associated with rewards in early child hood
education in pre-primary schools.
To collect data for the study a number of data collection instruments were
used, these included: questionnaires, interviews, observation; and review
of the related literature.
The sampling techniques used in the study included simple random
sampling; purposive sampling; and stratified sampling techniques.
The main findings of the study include: Respondents were of the view
that rewards create a psychological distance between the person receiving
the rewards they seemed of that rewards disrupt the collaboration needed
for school learning. 5 respondents were of the view that rewards kill a
person's motivation formed in the work itself. It kills the intrinsic
motivation that relates to fulfilling growth needs, which are the most
powerful and sustaining sources of motivation.
Description
A research report submitted to the Institute of Open and
Distance Learning in Partial Fulfillment of the
Requirement for the Award of Bachelors
Degree of Education in Early Childhood
of Kampala International University.
Keywords
Teachers, Early Child Hood, Rewards, Pupil Performance, Yatta District- Kenya