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dc.contributor.authorSimufwi, Victor
dc.date.accessioned2018-07-04T14:05:25Z
dc.date.available2018-07-04T14:05:25Z
dc.date.issued2017
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/5203
dc.descriptionTHESIS M.EDen
dc.description.abstractThe aim of this study was to assess teachers‟ perceptions of confirmation and promotion practices and their influence on teacher performance in selected schools of Central province in Zambia. The objectives of the study were as follows: to establish what the Teaching Service Commission took into account when confirming teachers, to establish what the Teaching Service Commission took into account when promoting teachers and to assess teachers‟ views and concerns on confirmation and promotion practices and their influence on teacher performance at classroom lesson delivery. A case study design was adopted, utilising mixed methods. Questionnaires were used to collect quantitative data while Focus Group Discussions and semi-structured interviews were used to collect qualitative data. A total of 82 participants were selected for the study. They comprised 62 teachers, 12 Head teachers, Six District Education Board Secretaries, One Provincial Education Officer and One Teaching Service Commission official. The data that was collected was coded and analysed in themes and sub-themes in line with the research questions. Generated quantitative data were analysed by use of simple tables and figures. The research findings revealed the following: confirmations and promotions were based on good teacher performance, being in possession of rightful certified copies of academic and professional qualifications, recommendations from immediate supervising officers, completion of probation period, and number of years in service and having no adverse report or disciplinary case. The findings also indicated that in confirmation and promotion practices there was favouritism, tribalism, corruption and connections- who knows who. The study concluded by establishing that confirmation and promotion practices have influence on teacher performance at classroom lesson delivery in schools. They dampened teachers‟ morale. Frustrated teachers requested for transfers to other schools and some went for further studies despite not being on training plan. Therefore, the following were the recommendations: the Teaching Service Commission needed to devolve some of its functions like powers to confirm, discipline and to promote to districts or provinces and reduce on a lot of paper work by adopting electronic teacher confirmation and promotion system. The Government needed to increase funding to the Teaching Service Commission to increase on the number of sittings when confirming and promoting teachers.en
dc.language.isoenen
dc.subjectTeachers--Promotion and confirmation--Zambiaen
dc.subjectTeaching service commission--Confirmations--Teachers--Zambiaen
dc.titleTeachers' perceptions on confirmation and promotion practices and their influence on teacher performance in schools: a case of selected schools in Central province of Zambiaen
dc.typeThesisen


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