Perceptions of Education Administration towards the Teaching and Learning of O-level Physics:A case of the Copperbelt Province

Abstract

This study investigated the perceptions of education administrators towards the teaching and learning of O-Level Physics of the Copperbelt province. The study focused on 46 high schools where O-level Physics was offered within the Copperbelt province. A total sample was of 102 respondents selected from the ten districts of the Copperbelt province. The sample comprised 10 education standards officers from each district, head teachers and science heads of departments from 46 high schools. However, 10 education standards officers, 42 head teachers and 42 heads of science departments participated in the study as rich informants. The education standards officers though not part of the members of staff at high school level they were included in the study because they constantly check on the quality of teaching and learning of O-level Physics. Data were collected using questionnaires, semi-structured interviews and observations. The data from questionnaires were manually analyzed. On the other hand, the data from interviews were analyzed qualitatively by coding and grouping similar themes together using constant comparative techniques. To investigate on the perceptions of education administrators towards the teaching and learning of O-level Physics, some elements such as the maintenance of Physics laboratories, procurement of O-level Physics textbooks and the sponsorship of science teachers for in-service training in Physics education were examined as to ascertain the commitment to deliver the quality teaching and learning of O- level Physics in the same high schools. The perceptions of most school administrators who had no science background towards the teaching and learning of O- level Physics was that it was expensive, challenging to pupils and that it needed well qualified teachers of O-level Physics and trained laboratory assistants.