Impact of pre-school teachers’ professional variables on children’s performance

Abstract

Teaching in early childhood education is important as the early childhood period is the foundation period of human life. Early childhood educators with higher standards of training and expertise in the developmental aspects of children can provide rich, meaningful educational experiences for the children. Research has shown a significant relationship between the teacher’s disposition and improved child outcomes. The present study was conducted to study the relationship between early childhood educator’s professional variables and children’s performance. One hundred pre- schools (50 Government and 50 private schools) were identified using stratified random sampling technique from Medak District of Telangana state. The teachers of selected schools were interviewed using a schedule. Children’s Performance was assessed based on class room observation tool. Results revealed that there was significant association between teachers’ educational qualification, experience and salary they receive with the type of management under which they were working. Teachers’ implementation of creative activities differed significantly depending on their educational qualification and also on type of school.