FACTORS INFLUENCING GENDER DISPARITIES IN PROFESSIONAL DEVELOPMENT AMONG EARLY CHILDHOOD EDUCATION TEACHERS IN KAKAMEGA EAST SUB-COUNTY, KAKAMEGA COUNTY, KENYA.

Abstract

The ability of individuals to connect and communicate with one another is determined by education. Despite this view, the gaps in education opportunities in most developing countries are large. Public schools in Kakamega East Sub-County haven’t escaped the waves of gender disparities that have affected both private and public schools in Kenya. This study, therefore sought to establish the factors influencing gender disparities in professional development among early childhood education teachers in Kakamega East Sub-county, Kakamega county, Kenya. Specifically, the objectives of the study were; to establish the influence of human resources on gender disparity among ECDE teachers, to investigate the socio-cultural factors influencing gender disparity, and to examine personal attributes influencing gender disparity among ECDE teachers in Kakamega East Sub-County, Kenya. The study was supported by The Social role theory. A descriptive survey study design was used. The location of study was Kakamega East sub-county in Kakamega County, Kenya. The target population was 1,106 including head teachers, deputy head teachers, teachers, program officer, and Quality assurance officer (QUASO). Simple random sampling for respondents was used to achieve 260 respondents as simple size. Stratified random sampling was used to sample schools as per wards. Data was collected by the use of questionnaires and interviews with 37 head teachers, 37 deputy head teachers, and 184 teachers. A pilot study was conducted to validate the research instruments in advance. Cronbach’s alpha (α) as a coefficient method to establish the reliability of the research instruments revealed a coefficient of 0.783 which shows that the instrument was reliable. Data was collected from the teachers in line with the three study objectives using questionnaires and interview schedules. Data obtained from the research instruments were analysed inferentially and descriptively with the help of a Statistical package for social sciences (SPSS) version 22. Quantitative data was summarized to quantify the strength of the association between the variables, the researcher conducted a regression analysis to establish the effect of selected factors on gender disparity. Results were presented in tables. The findings revealed that human resource factors have a positive influence on gender disparity (β=.678, p<.05) and explained 45.9% variance, social-cultural factors had a positive effect (β=.610, p<.05) and accounted for 37.0% variance in gender parity and finally, personal attributes have a positive effect (β=.642, p<.05) and explain 40.9% variance in gender disparity. It was concluded that all the selected factors had a significant influence on gender disparity in the early childhood education profession. It was therefore recommended that human resource factors be considered in the recruitment of early ECD teachers, social cultural cultures considered in their profession enhancement, and personal attributes while undergoing their training. It is hoped that this study may help policy makers to consider encouraging male gender to enroll in ECDE teaching.