Research Article
Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya
Issue:
Volume 14, Issue 4, December 2025
Pages:
93-99
Received:
12 September 2025
Accepted:
30 September 2025
Published:
30 October 2025
Abstract: The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.
Abstract: The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and co...
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Research Article
The Relationship Between Professional Development and Teachers’ Efficacy in Culturally Responsive Practices
Issue:
Volume 14, Issue 4, December 2025
Pages:
100-106
Received:
17 October 2025
Accepted:
6 December 2025
Published:
31 December 2025
DOI:
10.11648/j.ijeedu.20251404.12
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Abstract: Linguistically, racially, and economically diverse learners are growing populations in schools across the United States, making it necessary for teachers to implement culturally and linguistically responsive practices to ensure all students have opportunities for cognitive, social, and emotional growth However, professional learning opportunities that address culturally and linguistically responsive teaching practices do not correspond with the population growth of diverse learners The result is educators who feel ill-prepared in the use of such practices The purpose of this study was to investigate the relationship between culturally and linguistically responsive professional development and teachers’ efficacy when working with linguistically, racially and economically diverse learners The study used a qualitative design in which participants of the study were a convenience sample of elementary general education teachers in an elementary school in the United States Six elementary teachers participated in a series of professional development sessions that focused on culturally and linguistically responsive teaching practices within English language arts (ELA) during an eight-month period The data collection was teacher interviews conducted before participation in professional development and again after participation in professional development This qualitative data provided examples of teachers’ background knowledge, use, and self-perceived professional growth regarding effective use of culturally and linguistically responsive practices when working with diverse learners The results demonstrate that overall teacher efficacy was affected in understanding the definition and use of culturally and linguistically responsive teaching practices The information from this study will provide the beginning framework for professional development designed to educate and enhance teachers’ use of effective culturally and linguistically responsive teaching practices.
Abstract: Linguistically, racially, and economically diverse learners are growing populations in schools across the United States, making it necessary for teachers to implement culturally and linguistically responsive practices to ensure all students have opportunities for cognitive, social, and emotional growth However, professional learning opportunities t...
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,
Peter Kimanthi Mbaka
