TEACHER CHARACTERISTICS AND PRE-PRIMARY CHILDREN’S NUMERACY AND LITERACY DEVELOPMENT IN IBADAN METROPOLIS, OYO STATE, NIGERIA

Abstract

Early childhood is a critical period for establishing the literacy and numeracy foundations on which later learning depends. This study examined teacher characteristics as determinants of pre-primary school children’s numeracy and literacy development in Ibadan Metropolis, Oyo State, Nigeria. The study focused on teachers’ academic qualifications, teaching methodology, professional skills, teacher–learner relationships, classroom management, utilisation of instructional materials, and class size. A descriptive survey research design was adopted. The study involved 140 pre-primary school teachers and 389 learners. Data were collected using a Teachers’ Characteristics Questionnaire (TCQ) and a Numeracy and Literacy Development Test (NLAT). Descriptive statistics, Pearson Product Moment Correlation, Multiple Regression Analysis, and Independent Samples t-test were used to analyse the data at the 0.05 level of significance. The findings showed that teacher characteristics significantly influenced children’s numeracy and literacy development. Academic qualifications significantly predicted learners’ outcomes (β = 0.362, p < 0.05). Significant positive relationships were also reported for teaching methodology (r = 0.421, p < 0.05), professional skills (r = 0.456, p < 0.05), and classroom management (r = 0.498, p < 0.05). Class size also showed a significant difference in learners’ outcomes (t = 2.741, p < 0.05). The study concludes that the quality of teachers and the conditions in which they teach matter substantially for children’s early literacy and numeracy development. It recommends the employment of professionally qualified teachers, regular professional development, effective child-centred teaching approaches, adequate instructional resources, and manageable class sizes in pre-primary schools.