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