Stakeholders’ perception on the low academic performance of grade seven learners in public primary schools in Kazungula district, Southern province Zambia.
Date
2022-06-30
Authors
Nyambe, Edward
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The good academic performance of learners in most cases depends on the dynamics of inspiration such as reliable teaching staff, sufficient of teaching/learning aids and good leadership styles of school managers and positive attitude towards education of stakeholders in the community or any given society. However, in Kazungula district concerns have been made by stakeholders such as parents, learners, teachers and other prominent members in the community over the low academic performance of grade seven learners in some public primary schools in the district that has continued to be poor. The study examined the low academic performance of grade seven learners in selected public primary schools in Kazungula district, southern province of Zambia. A sample of 49 respondents were purposively and randomly selected and interviewed. Therefore, this included eight (8) public primary school grade seven teachers [five (5) male and three (3) females], 8 headteachers [five (5) males and three (3) males], 1 planning officer and thirty-two (32) grade seven learners [sixteen (16) girls and sixteen (16) boys] from the selected public primary schools. The study was mainly qualitative in nature and used a case study design. Thematic analysis was used to analyse data.
The findings of the study revealed that the low academic performance of grade seven learners in public primary schools was due to a number of contributing factors included insufficient teaching and learning materials, inadequate infrastructure, over-enrolment, low teacher morale, few qualified teachers, rampant teacher and pupil absenteeism, erratic and insufficient funding and low staffing levels. Others were that geographical location of the school, quality of teaching staff, the size of the class and unavailability of certain facilities such as computers and IT equipment/facilities and laboratories. However, other non- interpersonal de-motivating contributing factors were cited by stakeholders and these were such as latest reference books for the revised curriculum in most public primary schools. This included negative attitude for both school managers and teachers, other stakeholders such as parents and learners towards primary education.
Arising from the research findings, several recommendations were advanced to stakeholders and these were as follows in line with the research findings, (a) The Ministry of General Education should increase funding to public primary education schools, (b) The Ministry of General Education through Zonal Schools should find ways of motivating teachers and raising their morale, (c) measures should be taken by school administrators to curb absenteeism among teachers and pupils and (d) School managers should find alternative ways of raising funds so as to buy the required teaching and learning materials in public primary schools than depending on government funding only. School administration should carry out routine monitoring and evaluation of educational standards in public primary schools for quality assurance. It was further recommended that the District Education Board Secretary, school headteachers and teachers in the district to address other non-interpersonal de-motivating contributing factors.
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Thesis
Keywords
Teaching. , Teacher effectiveness. , Education--Study and teaching.