Generalized teaching and its effects on teaching and learning in selected primary schools of Chipili district in Luapula province.
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Education has become one of the most powerful weapons known for reducing poverty and inequalities in modern societies. It is also used for laying the foundation for a sustainable growth and development of any nation. In recent years, there have been a number of innovations and reforms aimed at making education relevant to the needs of the society in Zambia. Despite the premium placed on education, there continue to be challenging and persistent issues negatively affecting teacher education. One of these challenges is the generalized approach in primary schools where teachers teach all the subjects in the curriculum. In this modern era, where education is structured to suit the current economic, social demands of the nation, it has been empirically found difficult for many primary school teachers to execute effective teaching in all the subjects. This study was therefore, prompted by the above aspects in primary schools of Chipili District of Luapula Province in Zambia. The purpose of the study was to examine generalized approach and its effects on teaching and learning in selected primary schools of Mupeta Zone in Chipili District of Luapula Province in Zambia. A sample of 30 respondents were selected, these included 22 class teachers, 5 Head teachers and 3 Standards Officers. The study employed mixed design and thematic analysis supported by inferential statistics were used to analyze data. Research findings showed that generalized teaching does not promote efficiency and teachers because some subjects remain untaught due to lack of competence and expertism in subject’s content. Teachers also failed to teach subjects as they appeared on the timetable due to their magnitude. These too contributed more to lost time. In those primary schools that offered Junior Secondary Education, administrators also assigned the same generalized teachers to teach different subjects. This was also a departure from the current educational policies and standards guidelines. Arising from the above findings, several recommendations were made to stakeholders. It was well emphasized that Teacher Education Department under the Ministry of General Education should review curriculum for primary colleges and universities where generalized teaching need to be subjected to grades 1 – 2 while grades 3 – 7 teachers must be specialized.
The University of Zambia