Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics

Abstract

Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.