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.
This study explored 270 student-teachers' attitudes towards teaching profession in two public sector universities in Pakistan. A self-developed questionnaire was used to collect data. The questionnaire included 5-point Likert scaled items. The results of an initial descriptive analysis showed that 'teaching as a source of lifelong learning received the highest positive response. While 'I chose a teaching career because I had no other choice' was the lowest. Exploratory factor analysis revealed that there were three major motivational factors in choosing teaching career: (1) Relatively easy availability (2) being more respected job, and (3) teaching being a relaxing job. Comparisons on demographics showed no significant difference between universities, as t (268) = 3.476, p<.05. Gender wise difference was statistically significant, as t (268) = -2.589, p<.05. The respondents' academic background had no significant effect on their motivation towards a teaching career.
The study was determined to find the teachers' practices in the implementation of the ECCE curriculum in public schools. The objective of the study was to find out the teachers' practices in the implementation of the ECCE curriculum in public schools. All the ECCE teachers in public schools formed the population of the study. The 20 teachers were observed through the purposive sampling technique. The data was collected by using the ECCE teachers' practices observation protocol in the implementation of the ECCE curriculum. The qualitative data was analyzed through thematic analysis. The data represents that the teachers' practices in ECCE are knowledge, learning environment, instructional strategies, assessment, individualized attention and teacher-parent relation. It is recommended that the ECCE centres may be built-in university campuses for the facilitation of the teaching practices of their prospective teacher. The government may take the initiative to build ECCE centres in collaboration with the private sector to enhance the quality.
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