ARTICLE

FACTORS AFFECTING TEACHERS PRACTICES IN IMPLEMENTATION OF ECCE CURRICULUM IN PUBLIC SCHOOLS

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62 Pages : 623-632

http://dx.doi.org/10.31703/gssr.2020(V-I).62      10.31703/gssr.2020(V-I).62      Published : Mar 1

Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools

Abstract

    The study was determined to find the factors that affect the teachers' practices in the implementation of the ECCE curriculum in public schools. The study was quantitative in nature, and a cross-sectional survey design was used. All the ECCE teachers in public schools formed the population of the study. The proportionate stratified random sampling technique was employed, and 278 teachers were selected as a sample of the study. The data were collected using the questionnaire on factors affecting teachers' practices in the implementation of the ECCE curriculum. The findings showed that there is a significant difference on the basis of experience as p (0.000) ? 0.05 and an insignificant difference on the basis of qualification and class size as p (0.000) > 0.05. The study recommended that teacher training institutes of early childhood care and education should induct the curricula that are activity-based, and schools may provide better learning conditions in ECCE centers.

    Teachers Practices, Curriculum Implementation, Early Childhood Care and Education

    (1) Raima Mubashar
    MPhil Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Aroona Hashmi
    Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (3) Fasiha Altaf
    Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
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Cite this article

APA

    APA : Mubashar, R., Hashmi, A., & Altaf, F. (2020). Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools. Global Social Sciences Review, V(I), 623-632. https://doi.org/10.31703/gssr.2020(V-I).62

CHICAGO

    CHICAGO : Mubashar, Raima, Aroona Hashmi, and Fasiha Altaf. 2020. "Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools." Global Social Sciences Review, V (I): 623-632 doi: 10.31703/gssr.2020(V-I).62

HARVARD

    HARVARD : MUBASHAR, R., HASHMI, A. & ALTAF, F. 2020. Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools. Global Social Sciences Review, V, 623-632.

MHRA

    MHRA : Mubashar, Raima, Aroona Hashmi, and Fasiha Altaf. 2020. "Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools." Global Social Sciences Review, V: 623-632

MLA

    MLA : Mubashar, Raima, Aroona Hashmi, and Fasiha Altaf. "Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools." Global Social Sciences Review, V.I (2020): 623-632 Print.

OXFORD

    OXFORD : Mubashar, Raima, Hashmi, Aroona, and Altaf, Fasiha (2020), "Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools", Global Social Sciences Review, V (I), 623-632

TURABIAN

    TURABIAN : Mubashar, Raima, Aroona Hashmi, and Fasiha Altaf. "Factors Affecting Teachers' Practices in Implementation of Early Childhood Care and Education Curriculum in Public Schools." Global Social Sciences Review V, no. I (2020): 623-632. https://doi.org/10.31703/gssr.2020(V-I).62