Pre-school teacher training plays the role of inculcating management skills necessary for managing teaching and learning process in public Early Childhood Development Centres (ECDC).The main objective of this study was to establish the extent to which pre-school teacher training facilitate management of teaching-learning processs in public pre-schools. Pre-school teaching forms the backbone of the academic future for the beginning learners. This is achievable when teachers are adequately trained in curriculum implementation and management. Correlation research design was used to investigate the relationship between pre-school teacher training and management of teaching-learning process. The study targeted 176 teachers in charge and 268 pre-school teachers from 176 public pre-schools. Purposive sampling procedure was used to sample 81 pre-school teachers and 53 teachers in charge. Structured questionnaires were used to collect data from teachers in charge and teachers. According to the findings the certificate level of training produced the most effective teachers ﴾ 47.3 ﴿% as compared to those with bridging ﴾ 44.9 ﴿% and diploma ﴾ 40.5 ﴿% . On the basis of the findings, there is need to intensify pre-school teacher training programmes through inclusion of emerging paradigms like computer application and to review the ECDE teacher training curriculum for diploma course to make it more effective for the teachers to remain relevant on duty performance.