Preschool teachers, Teacher effectiveness, Professional development, Work environment, Job satisfaction, Developing countries, Early childhood education, International surveys
The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel and the settings in which they work. The survey offers a valuable opportunity for teachers and centre heads to share views about their practice and needs. It seeks to identify strengths and opportunities for improvement as well as commonalities and differences across participating countries, which will inform policy discussions and development of measures on how to strengthen the quality of pre-primary teachers’ work.
Ahmed, S., Walker, M., & Kaga, Y. (2020). Survey of Teachers in Pre-primary Education (STEPP): Lessons from the implementation of the pilot study and field trial of international survey instruments. UNESCO. https://research.acer.edu.au/early_childhood_misc/30
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Copyright UNESCO 2020
Place of Publication
Dominican Republic, Ghana, Indonesia, Namibia, Philippines, Togo, Vietnam, Africa, Asia, Latin America