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This study investigated the roles of teachers in developing caring behavior among preprimary
school pupils. The information collected was based on the three research objectives
and questions. Multiple methods of data collection which include questionnaire, semistructured
interview, observational and documentation were employed to cross- validate and
to ensure reliability of information. The sample included 100 respondents. Findings reveal
that there was low level of understanding regarding the context of caring behaviour hence
much emphasize was given to teach how to write, read and arithmetic. Also there were
variations in the teaching methods used to develop caring behaviour to pre primary pupils.
Further, the teaching facilities/aids were inadequately found to support the teaching of
caring behaviour to pre-primary pupils, pre-primary teachers lacked qualifications to teach
pre-primary pupils, and there was little involvement of pre-primary pupils in activities that
would foster pro-social skills. The study reveals that it is the teacher‟s role to facilitate and
encourage caring behaviour, provide activities that foster appropriate skills, provide
necessary assistance and develop a social network that supports children in their efforts.
Hence, pre-primary teachers should use appropriate teaching methods including the use of
learner centered learning; participatory, practical and role play methods to facilitate
developing caring behaviour to pre-primary school pupils. Moreover, the promotion of
caring behaviour cannot be the sole responsibility of teachers; rather, all stakeholders
including primary school inspectors, pre-primary school education officers, and parents
should participate in promoting caring behaviour among pre primary school pupils. Further,
the teaching environment including teaching facilities/aids should be effectively provided
and used in order to promote caring behaviour among pre primary pupils as well as trained
teachers should be recruited to teach pre-primary pupils. |
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