Head teachers and religious education teachers' attitudes towards religious education syallabuses 2044 and 2046 in selected schools of Kapiri-Mposhi district in Zambia

Chizambe, Michelo Francis

Head teachers and religious education teachers' attitudes towards religious education syallabuses 2044 and 2046 in selected schools of Kapiri-Mposhi district in Zambia

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FINAL DISSERTATION.pdf(1.36 MB)

Date

2017

Authors

Chizambe, Michelo Francis

Publisher

The University of Zambia

Abstract

The main aim of this study was to establish the attitudes of secondary school teachers and head teachers towards RE generally, views of teachers of RE syllabus 2044 on syllabus 2046 and those of teachers of RE syllabus 2046 on syllabus 2044. Six secondary schools in the categories of grant-aided, government or public, and private were chosen for the study in Kapiri-mposhi District of Central Province of Zambia. From each of the selected schools, the head teacher and three teachers of RE were purposively sampled for the study. Data was collected through interviews by using interview guides. The interview guides were designed in such a way that the items of discussion therein elicited responses that revealed respondents attitudes, feelings, opinions and views towards the two senior secondary syllabuses. The data collected revealed that the majority of the respondents (head teachers and teachers) had positive attitudes towards RE in general. However, teachers of RE syllabus 2044 expressed negative feelings towards syllabus 2046. Similarly, negative views or feelings towards syllabus 2044 were expressed by teachers of RE syllabus 2046. The study therefore, established that head teachers and teachers of both syllabuses 2044 and 2046 had both positive and negative views on the two syllabuses, with each group of teachers having positive views about their syllabus and negative views about the other syllabus. The study recommended that the Ministry of General Education (MoGE) should through the Directorate of Curriculum and Standards, either revise or merge the two syllabuses to foster harmony among the teachers. Additionally, relevant departments should provide schools with teaching and learning materials for both syllabuses in order to enhance the quality of teaching and learning of the subject. Finally, all those in charge of inspections; head teachers, HODs and HOS for Social Sciences should be sensitised and encouraged by SESOs and senior religious educators on the need to treat the two senior secondary syllabuses as equally important. For future research, the researcher proposes that the same study on attitudes of head teachers and RE teachers towards the subject be extended to all secondary schools in other districts and other districts. Such research should also include the learners of the two syllabuses so that the findings can be more representative.