SUPPORT PROGRAMMES FOR PROMOTING EARLY CHILDHOOD EDUCATION AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN ANAMBRA STATE

Abstract

This study examined support programmes for promoting early childhood education as correlates 
of teachers’ job performance in Anambra State. Three research questions guided the study while 
three null hypotheses were formulated. A correlational research design was adopted for the 
study. The population of the study consisted of 1628 ECE teachers in the 21 LGEAs in Anambra 
State. A sample of 300 teachers were used in this study using the multi-stage sampling 
procedure. Data for this study was collected using a structured questionnaire. The first 
questionnaire was titled “Questionnaire on Support Programmes” (QSP); the second 
questionnaire was titled “Teachers’ Job Performance Scale (TJPS). Cronbach Alpha was used to 
assess the instrument's internal consistency after the data were gathered, and reliability 
coefficient values of 0.75 and 0.88 were obtained for QSP and TJPS respectively. Pearson 
Product Moment correlation was used to answer the research questions while linear regression 
was used to test the null hypotheses at 0.05 alpha level. The finding revealed that there was a 
weak positive and non-significant relationship between parental involvement programmes for 
promoting early childhood education and teachers’ job performance in Anambra State. It was 
found out that there is a strong positive and significant relationship between professional 
development programmes for promoting early childhood education and teachers’ job 
performance in Anambra State. Based on the findings, it was recommended amongst others that 
educational authorities in Anambra State should invest heavily in high-quality, tailored training 
programs. These should focus on practical skills such as innovative teaching methods, classroom 
management, and child-centered pedagogies