Show simple item record

dc.contributor.authorSitumbeko, Mubita
dc.date.accessioned2019-01-21T09:40:16Z
dc.date.available2019-01-21T09:40:16Z
dc.date.issued2017
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/5596
dc.descriptionThesisen
dc.description.abstractThis study sought to examine the formal induction practices of grade 8 pupils in three selected secondary schools in Mongu District. The objectives of the study were to establish the current formal induction practices of grade 8 pupils in secondary schools, to ascertain the effects of current formal induction practices of grade 8 pupils in secondary schools, to examine the challenges faced by grade 8 pupils on transition to secondary school and to propose alternative mitigation strategies to the effects of the current formal induction practices. A sample of 3 head teachers, 3 school guidance and counselling teachers (SGCTs), 15 grade 8 teachers and 30 grade 8 pupils was purposively drawn from three secondary schools in Mongu District. A descriptive case study design was employed for this study. Data was collected through face-face interviews with head teachers and SGCTs, an open ended questionnaire for grade 8 teachers and focus group discussion guide was used for grade 8 pupils. Data was analysed thematically. The study found that formal induction was not appropriately done as it lacked formal structure and the inputs from various stakeholders such as parents, teachers and pupils. In addition, the study found that the current school induction did not sufficiently guide the new pupils to cope up with the academic, personal, social, physical and safety demands of their new environment. The study further established that grade 8 pupils faced challenges on transition to secondary school due to the organisational and physical differences that existed between primary and secondary schools. Among them were many specialist teachers, challenging academic work, school rules and routine, bullying from elderly pupils, displacement from the social hierarchy, ‘fitting in’ with peers and teachers, making new friends and acceptance by others. The study recommended that the Ministry of General Education (MoGE) should make formal induction of grade 8 pupils a policy to mitigate challenges on transition to the secondary school, secondary schools should introduce ‘older siblings’ that are to be assigned responsibility of guiding grade 8 pupils on the school culture and expectation, all stakeholders that include head teachers, SGCTs, teachers, parents and senior pupils should be actively involved in the induction of grade 8 pupils.en
dc.language.isoenen
dc.publisherThe University of Zambiaen
dc.subjectInduction--Secondary schools-- Grade 8 pupils--Zambiaen
dc.subjectInduction--Challenges--Grade 8 pupils--Zambiaen
dc.titleFormal induction practices of grade 8 pupils in three selected secondary schools in Mongu district, Zambiaen
dc.typeThesisen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record