Abstract:
This study explored the lived experiences of teachers at early childhood centres in
Effutu Municipality during the COVID-19 pandemic. This study is underpinned by
the social constructivism paradigm. This Study adopted a qualitative research design
and a phenomenological research design was employed for the study. A purposive
sampling technique of homogenous type was used to select 15 respondents for the
study. A semi-structured interview guide was used as data collection instrument.
Trustworthiness of the data was ensured using credibility, transferability,
confirmability and dependability criteria. Data collected were thematically analyzed.
The findings among others revealed: Protecting self and others, Income discrepancies,
Cleaning and disinfecting the learning environment and delivery methods. Based on
the key findings, It was recommended among others that the Ministry of Education
makes ICT resources and facilities available to both teachers and learners, ensures
sufficient training for teachers and learners, and digitalized curricular materials for
effective implementation of virtual learning in such pandemics.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
