Influence of Teacher Workload on Use of Instructional Materials in Teaching Mathematics Competencies in Malindi Sub County, Kenya

Teachers play a pivotal ingredient in formulation, implementation and provision of quality education its citizens. The main objective of the study was to examine influence of teacher workload on use of instructional materials in teaching mathematics competencies in public pre-primary schools in Malindi Sub County. Mixed methods design embraced the survey. The population comprised 64 head teachers and 197 teachers from which a sample of 19 head teachers and 59 teachers were selected through stratified, random and purposive techniques. Questionnaire, interview guide and observation guide were the tool applied to solicit information. Validity and reliability were strengthened via University supervisors and colleagues in the school of education. A pilot study in two schools were inculcated to refine the tools. Descriptive data was analysed using percentages, means standard deviations and presented in tables. Qualitative data was discussed in prose and narrative forms. Data collection procedures and ethical issues were clearly followed throughout the survey. The study concluded that high teacher workload caused by high learners enrollment, teachers job dissatisfaction, negative attitude, time constrains and teachers professional development influence teachers use of instructional materials in teaching mathematics competencies in public pre-primary schools. Teachers were advised to ensure appropriate utilization of instructional aids during the teaching process to enable learners comprehend mathematics competencies with ease.