TEACHERS’ PERSPECTIVES ON MANAGEMENT OF EARLY CHILDHOOD EDUCATION IN SELECTED PUBLIC PRIMARY SCHOOLS OF LUSAKA DISTRICT, ZAMBIA
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This study established the views of the teachers in the management of ECE centres in government schools in Zambia, Lusaka District. The study used the qualitative approach. This descriptive study drew on a sample of 30 ECE teachers: 20 teachers and 10 managers. The schools in which these teachers were working were purposively selected. Data was collected using both the teachers and administrators that were offering early childhood. Open-ended questions were used. The questions were intentionally broad in order to elicit an open discussion. However, the facilitator clarified questions and from time to time prompts were used to keep the discussion active and participants focused on the issue. Data analysis was done simultaneously done with data collection through interAmong the findings, this study found that financial constraints, inadequate learning space, teacher qualification and teaching-learning materials were among the challenges experienced in ECE centres. The study also found that some teachers were not aware of the policies which affected their work. The study further found that, in few instances, management was not seen to be doing something about the challenges ECE centres faced. This study recommends that the government should adequately fund the ECE centres since there is the policy of free education that the schools are following. The study also recommends that the Ministry of General Education should come up with a deliberate policy where teachers would still be remunerated well after advancing in their studies even if they still worked with ECE learners. This would help keep talented and well qualified teachers in ECE centres.
The University of Zambia