Abstract
The task of developing pupils in their early stages of schooling with good writing skills in
early years tends to be accorded low priority by educators and researchers despite the fact
writing is an essential skill useful both in school and in future socio-economic activities.
Therefore this study is important to be undertaken to reveal specific strategies employed and
challenges faced by teachers in developing pupils in standard One and Two with writing
competency in public schools in the sampled areas. The data were collected from classroom
teachers through semi-structured interviews and open-ended questionnaires. The data analysis
was done through grounded content analysis involving coding to establish outspoken issues of
the study and it was revealed that pupils’ acquisition of writing competency was highly
dependent on the teacher’s commitment and readiness. The study further revealed that the
pupil’s commitments to practicing writing, ability to handle and use pen/pencil, and proper
holding of the writing materials were also essential in developing into good writers. Though
handwriting skills were found by teachers in Meatu and Itilima Districts to be essential in
everyday activities, the development of these skills were impaired by overcrowded
classrooms, a lack of sufficient and developmentally appropriate chairs and desks, the
inability of parents or caregivers to provide pupils with essential writing materials, and the
teachers’ low motivation to improvise ICT equipment. The study therefore concludes that the
promotion of appropriate and supportive learning environments, overall teacher competency,
and parental readiness to encourage pupils to attend schools will all be crucial in order to
develop good writers.
Pambas Tandika. (2017) Primary School Teachers’ Practices in Developing Pupils with Writing Competency , Journal of Elementary Education, Volume-27, Issue-1.
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