Sustainable Early Childhood Education Critical Analysis of Male Teachers Involvement in Oyo State, Nigeria

Abstract

The research work examined sustainable early childhood education critical analysis of male teachers’ involvement in Oyo state, Nigeria. The aim of the work is to determine the envolvement of male teachers in the Early Childhood Education in Ovo state so as to recommend appropriate measures to the state Government and other stakeholders in Early Childhood Education. Descriptive research survey method was adopted for the study. A total of one hundred and fifty (150) participants were randomly selected from the three (3) senatorial districts of the state. This also involved a multistage sampling of ten public schools and purposeful selection of four (4) teachers from each of the schools as well as three (3) Heads of Early Childhood Centers. Four research questions were raised for the study and answered using frequency counts, percentage, mean, standard deviation and t- test statistical analysis at 0.03 alpha levels. Stakeholders Perception of Early Childhood Education Questionnaire (SPECEQ) and interview schedule with rehability co-efficient of 0.87 were used for data collection. Findings revealed that 13 22.9% of the teachers were male across the Early Childhood Education Centers in OvO state and 51 32.9% of the male teachers were NCE holders while 48.68% possessed a B.Ed degree. Increased number of male teachers, motivation, and change in the societal attitudes towards male teachers in Early Childhood Education were recommended to enhance more involvement of male teachers in Early Childhood Education Centers.