THE PRESCHOOL TEACHER’S KNOWLEDGE OF THE SUBJECT AS A PREDICTOR OF INSTRUCTIONAL DELIVERY, A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA
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Abstract
The study examined how preschool teachers' knowledge of the subject matter influences the quality and effectiveness of their instructional delivery in early childhood education. Investigation revealed that many teachers may rely on general teaching strategies without fully understanding the content, which leads to superficial learning experiences for students. The research design used in this report is descriptive design, utilizing questionnaire method to
obtain information from the respondents for this project. A total of 60 (Sixty) respondents were selected for this study to represent the entire population of the study. Data was collected using the questionnaire and analyzed using the frequency distribution table to seek answers to the five (3) research questions. The data were presented on a frequency distribution table and analyzed using simple percentage. The Findings indicate a clear correlation between teachers’ subject mastery and their ability to adapt instructional strategies to meet the diverse needs of young learners. Furthermore, ongoing professional development is identified as essential for enhancing teachers’ knowledge and pedagogical skills, which in turn fosters a more dynamic classroom environment. Based on the findings, it was recommended that professional development should be ongoing, allowing educators to stay updated on the latest research and best practices in early childhood education. Additionally, schools should foster a collaborative environment where teachers can share insights and resources, promoting a culture of continuous learning
obtain information from the respondents for this project. A total of 60 (Sixty) respondents were selected for this study to represent the entire population of the study. Data was collected using the questionnaire and analyzed using the frequency distribution table to seek answers to the five (3) research questions. The data were presented on a frequency distribution table and analyzed using simple percentage. The Findings indicate a clear correlation between teachers’ subject mastery and their ability to adapt instructional strategies to meet the diverse needs of young learners. Furthermore, ongoing professional development is identified as essential for enhancing teachers’ knowledge and pedagogical skills, which in turn fosters a more dynamic classroom environment. Based on the findings, it was recommended that professional development should be ongoing, allowing educators to stay updated on the latest research and best practices in early childhood education. Additionally, schools should foster a collaborative environment where teachers can share insights and resources, promoting a culture of continuous learning
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