The impact of monitoring and evaluation on the performance of Upper Primary School Teachers in Mbala District of the Northern Province in Zambia
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This study main focus was on the establishment of the extent to which monitoring and evaluation influences the performance of upper primary school teachers in selected schools in Mbala District of the Northern Province in Zambia. The objectives of the study were to: assess whether teachers at upper primary school level in Mbala District understand monitoring and evaluation, to ascertain whether monitoring and evaluation is well coordinated in Mbala District, ascertain the extent to which Monitoring and Evaluation has improved teacher performance, establish challenges faced by school administrators and Standards Officers in carrying out monitoring and evaluation, suggest measures to improve how monitoring and evaluation can influence school performance. The mixed method approach using an embedded mixed design was used. It combined quantitative and qualitative techniques of data collection and analysis. The sample comprised teachers and head teachers of selected schools, Education Standards Officers at District and Provincial Education Offices. Data was collected through questionnaires and interview guides. Qualitative data was analysed thematically. The statistical package for social sciences (SPSS version 20) was used to generate descriptive statistics such as frequencies, percentages, means and standard deviations. The findings of the study revealed that monitoring and evaluation influences the performance of upper primary school teachers towards improving teaching and learning. Teachers understood monitoring and evaluation as evidenced through acceptance of advice for making improvements in their work performance. Monitoring and Evaluation was well coordinated in the district through upward and downward reporting system. Challenges faced were inadequate teaching/learning materials, poor staffing, lack of transport, poor funding. Measures to improve monitoring and evaluation include provision of teaching/learning materials, improve staffing, availing transport, and improve funding. In conclusion, monitoring and evaluation influences the performance of upper primary school teachers towards improving teaching and learning. Teachers understood monitoring and evaluation. Coordination was through the upward and downward reporting system. Administrators faced challenges such as inadequate teaching/learning materials, poor staffing levels, lack of transport and poor funding. Measures include provision of teaching/learning materials, improve staffing, availing transport, improve funding. The study recommends that government should commit its resources towards the Directorate of Standards and Curriculum for effective monitoring and evaluation of education. Further research in the entire country is suggested to establish the impact of Monitoring and Evaluation on the performance of upper primary school teachers so as to have more conclusive and reliable evidence of the extent to which Monitoring and Evaluation influences the performance of upper primary school teachers.
University of Zambia