Abstract:
The study contributes to the ongoing debate with respect to the significance of early childhood
teachers’ instructional decision-making that take into consideration their theoretical knowledge
(explicit theories) and practical experiences (implicit theories) and how they impact their
instructional decision-making processes in diverse socio-cultural contexts while dealing with
children. To address this gap in the literature, a qualitative multi-case study design was used to
research into the factors that influence teachers’ instructional decision-making in kindergarten
classrooms. Four kindergarten teachers iwere selected from two Ghanaian schools at Tata and
Kariba. The study was carried out over a period of six months. Four research questions guided the
study, based on four thematic areas, namely: professional factors, teaching experiences, teachers’
reflection in action, and teachers’ reflection on action. Data for the study were collected from semistructured
individual interviews and pair-based interviews and fieldnotes of classroom observations.
Both within and across case interpretative analysis were used. The findings of the study revealed
that these teachers’ knowledge of explicit theories and implicit theories of teaching influnced their
instructional decision-making processes in kindergarten classrooms. It was therefore recommended
that future researchers should explore early childhood teachers’ explicit and implicit theories of
teaching. It was also recommended that kindergarten teachers appreciate their roles as effective
instructional decisions makers in providing quality teaching and learning.
