Role of Teachers in Enhancing Quality of ECCE in ECCE Classroom: A Case Study of District Bahawalnagar

Abstract

The study aimed to investigate the role of the teacher in improving the quality of the Early Childhood Care and Education (ECCE) classroom in District Bahawalnagar, Punjab, Pakistan. Mixed-method research was used. The study involved secondary school teachers, head teachers, and caretakers from 50 selected secondary schools from 5 tehsils, and stratified random sampling was used for the selection of the respondents, with 150 respondents. A semi-structured questionnaire, including demographic data, questions about teachers' roles in ECCE, challenges, and open-ended questions, was used for data collection. Frequency, percentage and descriptive statistics were obtained through quantitative analysis (SPSS), and qualitative responses were analysed thematically. The results showed that the respondents clearly agreed on the importance of teacher roles in respect to communication development (M = 3.97, SD = 1.44), social interactions (M = 3.97, SD = 1.44), nurturing classroom environments (M = 4.05, SD = 1.46), emotional understanding (M = 3.97, SD = 1.26), and shaping behaviour and attitudes (M = 3.97, SD = 1.26). The areas that they felt needed improvement were instructional methods (M = 3.44, SD = 1.45), self-confidence and independence (M = 3.29, SD = 1.49), and adapting strategies for diverse learners (M = 3.52, SD = 1.39). Results from the qualitative analysis highlighted that the respondents appreciated: being creative (14.7%), being positive (12.7%), communicating effectively (12.0%), and being consistent and fair (11.3%) as important teacher qualities. Because the study found teachers to be key agents of improving the quality of ECCE classrooms, it recommends that teachers receive further training in developmentally appropriate practices, improve emotional support for children, effective communication, and inclusive classroom environments.

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