AN INVESTIGATION ON THE CHANGE MANAGEMENT STRATEGIES OF SELECTED UPGRADED SECONDARY SCHOOLS IN MPIKA DISTRICT, MUCHINGA PROVINCE, ZAMBIA.
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The purpose of this study was to investigate the change management strategies of selected upgraded secondary schools in Mpika, Muchinga province, Zambia. This study was a qualitative type carried out at Kabale, Mbola and Mpika Day Secondary Schools in Mpika. The specific objectives were: To explore the views of teachers and headteachers about the change management strategies in upgraded secondary schools in Mpika, to examine the challenges in the change management strategies of selected upgraded secondary schools in Mpika .and to investigate the strategies employed in handling change management in selected upgraded secondary schools in Mpika. Interview guides and focus group discussions were used to collect data from a population of 30 pupils, 3 PTC chairpersons, 3 Headteachers, 30 teachers and 1 DEBS and all the 3 selected upgraded schools targeted population responded to the administered study. The study discovered that teachers, head teachers, PTC chairpersons and DEBS office were not engaged in establishing the upgraded secondary schools in Mpika district. Secondly, some of the strategies used to manage change were as follows: engaged Kurt Lewin’s change model approach, used double-shift approach to maximize on teaching space and used mere classrooms in place of specialized rooms. By equally using nearby churches and vacant houses as classrooms. Pupils were forced to sit more than three per desk, while others brought their own furniture from homes and on critical areas, stones and pieces of wood were used as furniture. Teachers not confirmed in appointment were given first priority to attend financed workshops and seminars as part of motivation to accept change. Meanwhile, established schools nearby are used to confirm isolated cases in appointment. Financially, schools were using rotational system to pay for bills and support staff. In conclusion, it has been discovered that upgraded secondary schools were done in a hurry without engaging a wide spectrum of beneficiaries thereby giving a blind eye to great challenges that could inhibit the development of these schools. Selected strategies were used to overcome the change. Therefore, the following recommendations were made to the Ministry of General Education and other vital stakeholders of the school: The government to construct new stand-alone secondary schools instead of upgrading Basic schools. Secondly, the government should engage the local community and teachers before upgrading any secondary school. Once a school is upgraded ,a fully- fledged secondary school status should be borne by putting in place all essential requirements like office accommodation, enough classrooms, specialised rooms and that grants are made available to pay for bills and wages for auxiliary staff. The upgraded secondary schools should be well established with their own pay points. This would allow the teachers to be confirmed on time to support change management strategies to take root.
The University of Zambia