Institute of Distance Education

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An investigation of the benefits from the transformation of a co-education secondary school to a single sex secondary school: a case of Katete secondary school
(University of Zambia, 2016) Zulu, Saulos
The study investigated the benefits from the transformation of a co-education school to a single sex school with reference to Katete Secondary School. The study investigated the benefits of running a co-education school, the benefits of running a single sex school, the reasons for the transformation and the challenges faced in running the school as a single sex school. A case study was used which involved application of qualitative methods. A sample of 56 participants was drawn from the school, the community, the church and the Ministry of General Education (MoGE). It comprised 10 current pupils, 06 former co-education pupils, 10 current teachers, 06 former teachers who taught at the school when it was co-education, 20 community members, 02 church officials and 02 MoGE officials. The data was collected using interviews, Focus Group Discussions (FGD) and through questionnaires. The questionnaire guide was administered to MoGE officials and the former teachers, while interview guides were used to collect information from current pupils, current teachers and administrators. The data was analysed thematically as it was a qualitative research. The study revealed the views of all the participants who took part in this study. The former co-education pupils and teachers supported the creation of a single sex school with the suggestions that boys should be considered so as to promote equal access to education in the community i|id district as a whole. Some community members argued that the school was the only bigger boarding school in the district which should have been left for historical purposes but instead propose for the construction of an independent single sex school in the district. In concluding the study, a recommendation has been made to the effect that a new school for boys has to be constructed in Katete District order to alleviate the challenge that the community around and the district is facing when it comes to the boy child having access to boarding school.
Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education
(University of Zambia, 2016) Nzima, Jericho
The purpose of this study was to investigate the challenges the Schools for Continuing Education face in provision of quality education to learners and to find possible solutions to improve and mitigate challenges so as to have quality education. Three objectives guided the study namely; to establish how the National Policy on Continuing education affected the operations and management of SCE in providing quality education, to determine whether the enrolment criterion affected the provision of quality education and to ascertain how management challenges in terms of infrastructure and funding was affecting the provision of quality education in SCE. A case study research method was employed in which questiormaires and an interview guide was used to collect data from 3 administrator, 7 instructors, 25 teachers and 100 pupils. This indicates that a total of 135 respondents were involved in the study. Qualitative data were analysed to generate tables of respondent frequencies. Findings revealed that, the national education policy on CE was note elaborate and clear to give enough policy direction to the members of staff. The study also showed that the enrolment criterion had a negative effect on the provision of quality education because of literacy levels of most of the learners. The study revealed that the state of infrastructure had a serious bearing on quality education because it created either a learner friendly or unfriendly learning environment.
An investigation of the status of Workplace Counseling in Chainama Hills College Hospital and Munali Boys Secondary School in Lusaka District, Zambia
(University of Zambia, 2016) Nyimbili, James
In many workplaces, workers face widely differing challenges that people as individuals or groups experience which range from social, economic, institutional/ organizational, individual and or family difficulties. Scholarly literature has shown that work and workplaces are rapidly evolving making the 21st century social and occupational medicine susceptible to manage a different set of emerging work related problems. This present study investigated the status of workplace counselling in Chainama Hills College Hospital and Munali Secondary School in Lusaka District, Zambia. This was a qualitative participatory study informed by the Job Performance Theory. The aim was to assess the status of workplace counselling and determine possible factors that influence workers to seek workplace counselling. Primary data was collected using self-administered questionnaires and Key Informant Interviews for employees and managers. 40 respondents fourteen at Chainama and twenty six at Munali participated respectively. Of these, twenty three were males and seventeen females. Findings showed that the provision of occupational health, psychological, HIVandAIDS, disciplinary support and career development through procedural, individualised and progressive types of workplace counselling characterise employee interventions in the two selected institutions. Further, expected benefits from counselling service, counselling procedures, and counsellor qualifications were some of the factors that influence employees to seek workplace counselling. Although no standards in workplace counselling existed such as secure rooms, procedure for counselling and specialised staff, the study concluded that workplace counselling existed in the two targeted institutions because employees indicated that they received services which could be described as workplace counselling. This study, however, demonstrated that for workplace services to qualify as workplace counselling, there should be set standards that secure the confidentiality of information as defined iij the field of counselling. It is argued that workplace counselling should focus on employee welfare and link employee support to improved job performance. In this regard, although this study deduced that workplace counselling existed in the two targeted institutions, the services did not meet standards of workplace counselling
Factors affecting poor academic performance of pupils in junior secondary leaving examinations in selected day secondary schools in Mwense District, Luapula Province
(University of Zambia, 2016) Chileya, Allan
Many studies are carried out to investigate factors affecting pupils' academic performance. The focus of this research is that pupils' performance in junior secondary leaving examinations in selected day secondary schools in Mwense District leaves much to be desired. The Ministry of General Education has always wanted to get to the bottom of the matter and establish ways in which academic performance can be enhanced. However, academic performance of pupils in junior secondary leaving examinations in selected day secondary schools in Mwense District has gone down in the past two years (2014 - 2015). This study aimed at establishing factors that affect poor academic performance of pupils in junior secondary leaving examinations in selected day secondary schools in Mwense District, Luapula Province. Descriptive survey design was implored and a sample of 3 head teachers, 9 heads of departments, 30 grade 9 pupils, 30 subject teachers and 1 District Education Board Secretary participated in the study. Microsoft Excel, thematic and quick impressive analysis were used to analyse the data obtained. The findings of the study show the following as factors affecting poor academic performance of pupils in junior secondary leaving examinations in selected day secondary schools in Mwense District: teacher/pupil absenteeism, lack of teacher/pupil motivation in schools, inadequate internal and external teacher monitoring in schools, abnormal teacher work load, non-parental involvement in the learning process of their children, late reporting for lessons by both teachers and pupils, schools and communities working in isolation, inadequate syllabi coverage, inadequate qualified human resource, insufficient teaching and learning materials in selected day secondary schools. The following recommendations were made: school head teachers to abide by the Ministry of General Education's directive for schools to be using 20% of all user fees collected from pupils to procure teaching and learning materials with emphasis on text books, the District Education Board Secretary to mobilise the Education Standards officers and ensure they intensify regular teacher monitoring, heads of departments and school head teachers to follow suit, parents and teachers to work collaboratively in matters relating to improving pupils' educational standards, government to deploy enough qualified teachers to these day secondary schools, parents to be educated on the importance of education to their children and urge them to be providing basic learning materials to them, MOGE to equip head teachers with managerial skills. The study is likely to give a picture to policy makers, education providers, researchers and all other key players to focus on the identified weaknesses and chart a way forward.
Challenges of Female Teachers Retention in selected Rural Primary Schools of Chongwe District: A Perspective of School Management
(University of Zambia, 2016) Mwangana, Geoffrey, Likando
Inadequacy of female teachers in rural/ remote primary schools of Chongwe District has been a genuine outcry for a long time in many primary schools as a well evidenced social phenomena daunting the Ministry of General Education (MOGE) and other stake holders. The purpose of this study was to explore challenges of female teacher retention in rural/remote primary schools of Chongwe District. Therefore, the study aimed at collecting views from educational administrators and teachers, and other stakeholders on the challenges of female teacher retention in rural/remote primary schools in order to find solutions to the challenges. The research was conducted on three (3) primary schools in Lwimba Zone of Chongwe District. Twenty- seven (27) respondents were engaged in the study. Gender balance was critical in the selection of respondents to carter for a variety of experiences and interests. In this way an equal number of male and female participants were purposefully selected. Findings in the study indicated that there were several factors which either pulled or pushed away female teachers from the rural/remote primary schools in Chongwe District. The push factors demotivated female teachers to serve in rural/remote primary schools while the pull factors motivated female teachers to remain and serve in rural/remote primary schools. In support of the findings above, it was found out that female teachers who were above youthful age were more likely to work in rural/remote primary schools. This was because such female teachers were in many cases settled and mature than those who were below the age forty. Another ancillary finding was that there were a substantial number of young female teachers in the researched on schools. But the educational administrators at these schools pointed out very quickly that the situation was temporal. Since many of the young female teachers had already indicated signs of departure to urban schools where they were believed to have men who wanted to marry them. Major recommendations were that school administration must have a clear policy meant to retain female teachers at their schools. There was also need to encourage equal share of responsibilities at schools, between male and female teachers. This equally calls for promotions to higher posts.
Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District
(University of Zambia, 2016) Chipili, Lydia
The purpose of this study was to investigate factors that contribute to the poor performance in reading of grade 2 learners in selected primary schools which fall in low and high populated areas of Chibombo District. The aim was to meet the following objectives namely: to establish the attitude of teachers towards the teaching of literacy, to assess the attitude of learners towards the learning of literacy and to establish causes of poor reading. The research was conducted in seven primary and three community schools. The study focused on Grade 2 learners. Due to the nature of the study, both the learners and the teachers were targeted as points of investigation. The Grade two learners were targeted because by the time a pupil reaches grade 2, he or she would have acquired reading skills in grade one. Descriptive survey methods were used for data collection. The sample involved teachers teaching grade two pupils and other teachers teaching grades one to four pupils from primary and community schools and ten learners from each school. In this study there were a total of one hundred twenty two (122) respondents. Data on teachers focused on attitude to teaching literacy and the methodology of literacy. Data collection on learners was conducted using the Assessment tool, Early Grade Reading assessment (EGRA) which was developed by Time to Learn (TTL) and acknowledged by Curriculum Development Centre (CDC) in the Ministry of Education. The learners were assessed in chi Tonga on the letter sound knowledge and Oral Passage Reading, to determine if they are able to identify the sounds and read them'. The findings showed that teachers were playing a key role especially in the preparation of the decodable stories, they were able to create stories using the sound and syllabus of the day. However, the analysis indicated that teacher- learner interaction was not adequately implemented. Most teachers were having double classes due to low staffing levels and high pupil enrollment. Some teachers were in a hurry of teaching in order to finish the syllabus. The passion oftietptng and identifying a learner as an individual is therefore not effectively applied. The findings showed that community school teachers were not motivated especially where payments were concerned. The study recommends that teachers should consider Learning to Read as a complex process that involves multifaceted skills and experience.
The effects of head teachers' leadership styles on teachers' performance.
(University of Zambia, 2016) Mwiinga, Buumba Orden
This study investigated the influence of head teachers' leadership styles on teacher performance in primary schools. The three objectives guided the study, namely; to identify leadership styles of head teachers in primary schools, to determine the organisation climate of primary schools and to determine how head teachers' leadership styles affect and teachers 'performance. Descriptive survey design research was employed in the analysis. A simple random sampling technique was used to select 114 teachers in seven zonal schools in Chikankata district. Seven school head teachers from the zonal selected schools formed the participants for the study. Four research questions were generated. Data for the study were collected using a self developed questionnaire on the "Influence of head teachers' Leadership Styles on teacher performance " and data generated through the use of two questionnaires was analysed using the statistical package for social sciences (SPSS). Head teachers' leadership style is a critical variable in teachers' job performance in Primary schools in Chikankata District. This is evident in the findings of this study which isolated the style of leadership used by a head teacher as a function of teachers 'job performance in school. The study has revealed that there is a significant relationship between the head teacher's leadership style and teachers 'job performance. In some situations such as Ngangula Zonal school, teachers need to be forced before they could improve productivity. Thus, in some situations, it is concluded that the autocratic leadership style in form of directing is the best style of leadership that could enhance better job performance among teachers. The directive leadership style is evidenced at Nadezwe zonal school by the head teacher dominating of meetings, and close supervision of teachers among others. The results emanating from this study also showed the connection between the effects of leadership style on school climate. Depending on whether the head teacher is autocratic, supportive or uses delegation approach in the leadership, the school will have either a closed or open type of school climate. The head teachers' leadership style is one of the major factors responsible for school climate. The findings revealed that the leadership style employed by the head teacher had implications for school climate. In essence, the head teacher' leadership behavior for example, his/her expectations, values, beliefs, relationships with teachers and the examples he/she set for the whole school shaped the climate in the school. In view of this, the need for head teachers to be well informed to use their leadership styles to create and improve school climate could not be over emphasized. Based on the findings of the study the following recommendations were made: that the teaching service commission in collaboration with the ministry of General Education should be organizing seminars and workshops for school head teachers on effective style for school management in a bid to improve the performance of head teachers, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers. The study also recommends a review of the curriculum for the training of teachers so that sufficient attention is given to management and leadership skills. This study investigated the influence of head teachers' leadership styles on teacher performance in primary schools. The three objectives guided the study, namely; to identify leadership styles of head teachers in primary schools, to determine the organisation climate of primary schools and to determine how head teachers' leadership styles affect and teachers 'performance. Descriptive survey design research was employed in the analysis. A simple random sampling technique was used to select 114 teachers in seven zonal schools in Chikankata district. Seven school head teachers from the zonal selected schools formed the participants for the study. Four research questions were generated. Data for the study were collected using a self developed questionnaire on the "Influence of head teachers' Leadership Styles on teacher performance " and data generated through the use of two questionnaires was analysed using the statistical package for social sciences (SPSS). Head teachers' leadership style is a critical variable in teachers' job performance in Primary schools in Chikankata District. This is evident in the findings of this study which isolated the style of leadership used by a head teacher as a function of teachers 'job performance in school. The study has revealed that there is a significant relationship between the head teacher's leadership style and teachers 'job performance. In some situations such as Ngangula Zonal school, teachers need to be forced before they could improve productivity. Thus, in some situations, it is concluded that the autocratic leadership style in form of directing is the best style of leadership that could enhance better job performance among teachers. The directive leadership style is evidenced at Nadezwe zonal school by the head teacher dominating of meetings, and close supervision of teachers among others. The results emanating from this study also showed the connection between the effects of leadership style on school climate. Depending on whether the head teacher is autocratic, supportive or uses delegation approach in the leadership, the school will have either a closed or open type of school climate. The head teachers' leadership style is one of the major factors responsible for school climate. The findings revealed that the leadership style employed by the head teacher had implications for school climate. In essence, the head teacher' leadership behavior for example, his/her expectations, values, beliefs, relationships with teachers and the examples he/she set for the whole school shaped the climate in the school. In view of this, the need for head teachers to be well informed to use their leadership styles to create and improve school climate could not be over emphasized. Based on the findings of the study the following recommendations were made: that the teaching service commission in collaboration with the ministry of General Education should be organizing seminars and workshops for school head teachers on effective style for school management in a bid to improve the performance of head teachers, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers. The study also recommends a review of the curriculum for the training of teachers so that sufficient attention is given to management and leadership skills.
Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District
(University of Zambia, 2016) Chitondo, Dorothy
The purpose of the research was to determine the effectiveness of team work in improving secondary school teachers' performance in Mporokoso district. The factors such as scheduling inadequate time for collaboration as mentioned was one of the factors that affected teamwork or teambuilding activities. The lack of commitment by some teachers was mentioned by some respondents as a factor affecting teambuilding activities to enhance teacher performance. While irregular collaboration meetings were highlighted by respondents as one of the factors affecting teamwork or teambuilding activities. Lack of atmosphere for mutual trust among teachers and school administration was justified by respondents as another factor affecting teamwork collaboration. According to the findings, most teachers involved in teachers' network communities were actively engaged in ongoing activities that connected them to other classroom practitioners who could help them "raise their games." Benefits of teambuilding activities helped to developed better relationships with parents and guardians. It enabled teachers to gained knowledge and skills in teaching. It also assisted in maintaining relationship networks with colleagues. Teacher effectiveness has less to do with individual attributes, and far more to do with the extent to which teachers work with each other and provide collective leadership for their schools and communities. Mentoring has been shown to increase new recruits in pedagogical practices, teaching effectiveness, and retention. However, new studies suggest that teachers at any experience level stand to gain from collaborative work. Teachers who have consistent opportunities to work with effective colleagues also improve in their teaching effectiveness
The causes, styles and effects of conflict management on teachers in selected secondary schools of Mongu District, Zambia
(The University of Zambia, 2016) Namwila, Sitonya
I his study souglit to assess the causes, styles of conflict management and effects of conllict management styles on teachers in selected secondary schools of Mongu District. The major objectives of the study were; to identify the major causes of contlicts in selected secondary schools of Mongu District; to establish condict management styles common amongst teachers and head teachers in selected schools of Mongu District: to as.sess how conflict management styles affect teachers in selected secondary schools ofMongu District. A descriptive survey design was adopted which used interviews, document review and questionnaires to collect data from 110 respondents in 10 selected secondary schools. This sample compri.sed of 10 head teachers, 20 heads of department and 80 subject teachers. The schools were sampled using random sampling. The head teachers and heads of department were sampled using purposive sampling whilst the subject teachers were sampled using snowball sampling. Qualitative and quantitative methods were used in analyzing data. The cau.ses of conflicts in schools were said to be incompetence of the head teachers, favouritism, educational level, scarce resources, unsatisfactory, class allocation, poor work culture, late coming, lack descent accommodation, not submitting teaching files on .schedule, lack ol teaching resources and the introduction of the new curriculum. Ihc findings of the study established that conflict management styles are used by head teachers, heads of department and subject teachers. The findings showed that head teachers were able to manage conflict using conflict management styles such as compromising, dialogue and avoidance while the heads of department and teachers used completion and confrontation as conflict management styles. The study also established that conflict management styles affected teachers in various ways such as work withdraw, frustrations and poor attitude towards work. In the light ol" the finding.s, the .study recommended that Head teachers should encourage team work among teachers in the departments as a way of minimizing conflict. Ministry of llducation should include a course on management of conflicts in
An evaluation of the performance of inclusive education programme in Kalulushi District
(University of Zambia, 2016) Mwamba, Patricia
This study aimed at evaluating the performance of Inclusive Education Programme in Kalulushi District. Using six schools in the district namely: Chembe, Kafubu Depot, Buyantanshi, Masamba Chambishi and St Nicholas, it assessed whether the programme was being implemented in the area of access, availability of teaching and learning materials and the preparedness of teachers handling learners with disabilities included in ordinary classes The method of data collection employed in this study was both quantitative and qualitative which involved administering the questionnaires, use of a checklist to fmd out the teaching and learning materials available and conducting interviews. The findings indicate that there are some leaners with disabilities that have access to education since the implementation of Inclusive Education meaning that the programme is achieving one of its objectives which is to ensure that learners with disabilities are included in ordinary classes. However, the study identified challenges that have hindered the implementation of inclusive education and these include insufficient teaching and learning materials and lack of preparedness among the teachers in terms of training and sensitisation in Special Education and issues to do with Inclusive Education.
A comparative study of trained and untrained head teachers effectiveness in school management : a case of secondary schools of Kafue District
(University of Zambia, 2016) Chipeta, Thomas
The study was influenced by increased concern by the Head teachers and other stakeholders of the increased myriad administrative challenges encountered in management of the school organisation. The study sought to establish the following study objectives; establish the characteristics perceived by learners, parents, teachers and the community as effective management of the school, determine factors that contribute to well-organised and effective management of schools, ascertain if managerial training of head teachers has an impact on school administration effectiveness. A sample of ten public secondary schools from Kafiie district was used for data analysis. The respondents were the district education board secretary, head teachers, teachers, parents and pupils from the selected schools. A sample was drawn using purposive and random sampling procedures. The data collection was done by the use of self-administered questionnaires while data was analyzed using descriptive statistics. From the findings, the study concluded that majority of the head teachers faced administrative challenges such as lacking of monitoring and induction skills which are key in management of the schools. The study recommends that the government and other stakeholders should train and re-train in- service staff in educational management, build more schools to reduce over enrollment which are major administrative challenges facing head teachers in management. The government and other stakeholders should offer continuous training to the head teachers on school organisation management to keep them up-to date with skills that will assist them to run their schools effectively.
Role of counselling in academic achievement of pupils in selected secondary schools in Kabwe District, Zambia
(University of Zambia, 2016) Chileshe, Tobias Mulenga
The study investigated the role of counselling in academic achievement of pupils in selected secondary schools in Kabwe District of Zambia. The objectives of the study were; to investigate the role counselling plays in pupils' academic achievement, to determine types of counselling offered to pupils and to identify challenges hindering the provision ot counselling services. The sample size was 125 and the descriptive survey design was used. 1 he researcher used semi structured questionnaires to collect both qualitative and qualitative data from school counsellors and pupils. In addition, academic record schedule mark sheets to check if academic achievement for pupils had been improving or not after accessing counselling services were also used. The researcher distributed questionnaires to participants and thereafter collection was done after they completed answering questions and also observation was done to check the conduciveness of counselling environments in the selected secondary schools. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) to generate tables and charts. Thematic analysis was used to analyze qualitative data by drawing important themes. According to the major objective of this study which was to investigate the role counseling plays in pupils' academic achievement, the findings from the participants were that counselling improves school attendance, prevents school dropout, reduces cases of indiscipline, develop effective study habits, avoid and manage risk behaviors, helps deal with academic and social problems. When counseling addresses these issues, pupils will be able to focus on their education and later their academic performance may improve. Based on the findings of this study, a conclusion was made that counselling plays a role in academic achievement as counselling help pupils to focus on their education and later their academic performance improve. The following recommendations were made based on the findings of the study: There is need for School Counsellors to implement all the types of counseling needed in schools; School Counselling Programmes should be strengthened in order to improve the academic performance of secondary schools in Kabwe District.
Self-financing of public universities in Developing Countries: a case of the University of Zambia
(University of Zambia, 2016) Chisenga, Audrey.K.
This study was conducted in order to assess self-financing of Public Universities in Developing Countries, with a special focus on the University of Zambia (UNZA). The main purpose of the study was to explore the potential for self-financing and future prospects of UNZA. This was done by investigating whether financial and management policies were in place in pursuit of UNZA's mission of reducing financial dependency on government; find out how the internally generated funds were utilised, and also investigating challenges faced by UNZA in transforming into a self-financed institution. The report used the neo-liberal and resource dependence theories to show the reasoned set of interrelated ideas derived from prominent scholars. The study employed a mixed embedded method, using both qualitative and quantitative approaches. Further, a study sample of 140 respondents was used. For the qualitative method, constracted interviews with principal officers, middle management and Deans of Schools. Interviews were also conducted to collect data from two officers at the Ministry of Education as key stakeholders of UNZA. In addition, a questionnaire was administered to a randomly selected sample comprising lecturers from all schools of the University for quantitative method. Qualitative data was analysed according to emerging themes where quantitative data was analysed using SPSS and excel. The findings suggested that although UNZA had the potential to become a self-financed institution, it faced certain challenges that were considered to be a hindrance to the transformation process. Some of the hindrances included, UNZA being a public institution, predominately depended on government funding, failure to invest sustainably in short, medium to long-term projects, failure to capitalise on potential and existing business units, failure to revise financial and management policies; and other challenges as will be read in this report. It is recommended that UNZA should revise its financial and management policies to accommodate entrepreneurial measures for enhancement of income generating activities, plan rigorously and invest, in short, medium to long-term projects that would earn a sustainable income for the University.
Learner academic performance in both private and public schools: a case of selected schools in Kitwe district
(University of Zambia, 2016) Banda, Mary
This study was meant to explore learner academic performance in public and private Schools, a case of selected schools in Kitwe District using the following objectives namely ;to a certain main factors that affects the academic performance of learners at both private and government school ,to assess difference in the academic performance of learners of private and public schools , to establish availability of schools equipment/facilities in private and public primary schools and to compare qualification of teachers in private and public primary schools in selected schools in Kitwe District. Four (4) primary schools were chosen and the choice was based on the status of the school (government funded or not), therefore two schools were government funded and two (2) were private. From each of the four (4) sampled schools, 10 teachers (5 males and 5 females) from each of the selected primary schools were picked as respondents for the study. Teachers handling examination classes were considered on this part. The Instruments used were Semi Structured Interview guide and Self-Administered Questionnaires which were given for the respondents to answer and later the researcher was given the answered questionnaiers which the researcher used for analysis. Both quantitative and qualitative methods of data analysis were employed in this study. The quantitative data from questionnaires were analysed using the computer generated tables of frequencies and percentages to describe distributions of the variables which were presented in the form of tables. The findings of the study were inter alia that the geographical location of the school, quality of the teaching staff , the size of the class and availability of certain facilities normally leads to good academic performance among the learners. The conclusions were that a good learning environment plays an important role in the learning life of a person and this is characterized by some of the following depending on the immediate community, subjects demand etc. Finally it was recommended that The District Education Officer (DEBS) should go to private schools to check on the facilities which the public schools do not have and compile a report to which should be sent to the higher offices for the ministry to consider improve these conditions in the public schools and the provincial Educational officer should be going round the schools to check on the number of learners a teacher handles per class.
The relevance of the Public Order Act in the prevention of political conflicts in present day Zambia
(University of Zambia, 2016) Banda, Gibson
The research sought to investigate the relevance of the Public Order Act in the prevention of political conflicts in Zambia. The specific objectives were to find out how the Act was being administered; to investigate the challenges faced in the administration of the Act; and to recommend policy measures to improve on the administration of the POA. The research sampled 40 respondents who were composed of lawyers, political leaders and police officers. The main methodology used in this research was a qualitative case study and a self-administered semi - structured questionnaire was used to collect the data. The research found out that the people responsible for administering the POA were the police. It was consequently clear from this research that though many of the police officers were conversant with the provisions of the POA, it was apparent that the levels of professionalism were seriously affected by political interference. This interference largely came from the party in power. Further, the research found out that for the POA to be more effective in preventing political conflicts there was need for some amendments to be made to the Act rather completely repealing it. It was also found out that there was need to conduct more education and sensitization on police officers and political party members on the provisions and proper administration of the Act. Following the objectives and the findings of this study, this research made some recommendations that: included that the Act should provide for a clear appeal procedure in the event of a dispute; the Act should also make a clear distinction between public gatherings that are held indoors and those that are held outdoors; more sensitization campaigns on the provisions of the Act; need to improve on the accessibility of the Act; and finally there was need to improve on the requirements of notice for the holding of a public gathering or procession.
Land Disputes in Zambia: A case study of garden house area, Lusaka.
(University of Zambia, 2016) Kamitondo, Phillis
This study investigated land disputes in Zambia taking a case study of Garden House area. Land ownership in Zambia is becoming increasingly a contentious issue. This is because land is more than just an economic asset or factor of production. Land ownership invokes a sense of security, a sense of identity and a sense of pride. In this vein the report investigated the types of land disputes taking place in Garden House area and the causes of land disputes in the area. Furthermore, it inquired on the challenges faced by residents in acquiring legal land title in the area as well as the effects of land disputes on the residents. Additionally, the study investigated the mechanisms deployed by Government and other stakeholders in resolving land disputes in Garden House area. The research strategy for this study combined both the exploratory and descriptive approach. The study used qualitative research method. The sample size was 43 consisting of 40 residents from Garden House area and three officers from the Lands Tribunal, Lusaka City Council and Ministry of Lands. From the 40 residents, 40% were male while 60% were female. The main types of conflicts established were conflicts between or among residents over land boundaries, conflicts relating to two or more claims made to one piece of land and also encroachment of personal land by most especially political cadres. These are mainly caused by lack of a proper system for land selling and distributions in the area as there is no proper organisation that appears to be in charge of this mandate. Moreover, this study established that most of the people in this area do not possess title deeds in the first place and find the procedure somewhat difficult and long. Several interventions have been made by government agencies and other stakeholders to minimize land conflicts including: sensitisation campaigns on land issues, mediation, and engagement of traditional leaders, enhancement of regulation and as well as strengthened enforcement of land laws. The majority of residents however believed these measures were largely ineffective. The study recommends the need to establish a single government entity to regulate the sale or allocation of land; to create a central data base for keeping land records ensuring these records are easily accessible. Increased sensitisation programmes on the Land laws in addition to stronger accountability and transparency in land management were also recommended. It also recommends that the law needs to be reformed to establish a single unified system of land tenure.
Exploring the effect of non-financial incentives on job satisfaction of teachers at Lubuto and Kayele secondary schools in Ndola district
(University of Zambia, 2016) Zulu, Natalia
The study aimed to establish the effects of non-financial incentives such as promotion, material rewards and job autonomy on teacher job satisfaction. Non-financial incentives in this context are incentives given to teachers other than monetary incentives. A cross sectional survey was employed to collect a quantitative data set. The data was collected using structured interview guides and a five point likert scale questionnaire. Data was analyzed using inferential statistic (ANOVA, CHI-SQUARE) in SPSS version 16.0. The major findings revealed that promotion has a positive effect on job satisfaction. It was also established that material rewards are positively linked to job satisfaction. The findings of the study further revealed that job autonomy increases innovativeness among teachers hence impacting job satisfaction positively. The study therefore recommends that: the MGE should involve teachers when coming up with promotion and reward programs. It was further recommended that the MGE should also revise some of its regulations particularly the eight hour policy so as to give teachers a bit of freedom which in turn will allow them to be innovative.
An evaluation of the performance of guidance and counselling programme in handling pupil indiscpline cases: A case of selected schools, Chadiza district
(University of Zambia, 2016) Tembo, Harrison
This study was an evaluation of the performance of guidance and counselling programme in handling pupil indiscipline cases in Secondary Schools of Chadiza District of Eastern Zambia. Four objectives guided this research, which were to: Determine how established the guidance and counselling units in the selected Secondary Schools are; assess how the guidance and counselling units are structured in the schools; identify how the guidance and counselling units handle pupil indiscipline cases and explore the strategies that guidance and counselling teachers could employ in order to effectively handle indiscipline cases. The research has argued that guidance and counselling units in Secondary Schools in their current structure may not be the right answer to deliver the right performance in handling pupil indiscipline cases. The research has proposed alternative strategies in order for teachers to effectively employ in handling pupil indiscipline cases. Key issues identified by this research include; Guidance and counselling units were available in Schools but not properly structured; through a well structured guidance and counselling unit, some of indiscipline cases in secondary schools could be addressed 1 have used qualitative research methodology in this study. The respondents in this research were drawn from two Secondary Schools, of which one was a Boarding and the one was a Day so that a balanced outcome could be generated from the two forms of Schools. The study also argued that there is need for guidance and counselling teachers to employ the right strategics in order to effectively handle indiscipline cases. The research has equally revealed that there are no trained guidance and counselling teachers in guidance and counselling; meaning that those who teach guidance and counselling teach other subjects they are specialized in. The study has revealed that such teachers are overloaded with work. Although a lot has been done on guidance and counselling, studies revealed that indiscipline cases in Schools have continued. Findings also revealed that administrators were not giving guidance teachers enough room in handling indiscipline cases in schools as they felt that such cases are basically in the office of the deputy headteacher. Studies equally revealed that in rural schools there was an in balance in terms of gender in guidance section as there are more males than females.
A comparative investigation on the implementation of the re-entry policy between government and grant aided/mission schools: A case study of selected secondary schools in Mazabuka District, Southern Province, Zambia
(University of Zambia, 2016) Simatama, Simatama
This study comparatively investigated the implementation of the re-entry policy between selected government and mission or grant aided schools. The main interest was to explore and compare the way government and mission schools implemented the re-entry policy and to find out if the implementation procedures followed by each school type had a direct bearing on the overall number of girls re-entered. The study sample consisted of six (06) selected secondary schools; three mission schools and three government schools, two (02) ministry of general education officials, six (06) head teachers, eighteen (18) teachers and one hundred and thirty-six (136) pupils. Sampling means to set a limit of a larger group or population understudy with a view of making the study manageable, (Ary, 2002; Johnson and Christensen, 2012). Purposive sampling of knowledgeable informants was used because it enabled the researcher to select participants that were known, reliable and provided needed information. For data collection, both structured and unstructured interview schedules were conducted. Unstructured interview schedules provided in-depth information as the informants emotional attachments were another added source of relevant information. Questionnaires were also used as data collection instruments. To analyze the data, frequency tables were used and the results of the study indicated that mission schools and government schools all had experienced cases of pregnancy (36 in 2015 from the three government schools and 21 in 2015 from the three sampled mission schools. It was revealed that pregnancy cases in mission schools were low compared to government schools largely because of the re-entry policy implementation procedures that mission schools followed. The study also revealed that due to the re-entry policy implementation procedures that mission schools were following, the number of re-entered girls collectively at district level especially that Mazabuka had many mission schools still remained disturbingly low,(37%). The findings in this study were that mission schools secretly re-entered girls deemed close relations to any of the officers holding positions of authority such as head teachers, heads of department and teachers. For example, the daughter to a secondary school head teacher would be secretly re-entered.
Indigenous conflict resolution strategies in rural communities of Zambia: A case study of Lenje people of Mungule chiefdom in Chibombo district
(University of Zambia, 2016) Gwanzura, Charles
This study was an exploration of the indigenous conflict resolution strategies of people in Mungule chiefdont. Specifically, the study identified the common conflicts; explored the various Indigenous Conflict Resolution Strategies used to solve those conflicts. Finally, the study identified the challenges that indigenous conflict resolution institutions face and the prospects that indigenous conflict resolution have achieved. The study is, presented in an exploratory manner employing a qualitative approach to analyze the data gathered through semi-structured interview, focus group discussions, and personal observation. The findings revealed that the institution deals with a wide range of conflicts that are often caused by competition over natural resources, land boundary trespassing, marriage related issues and theft. To address these conflicts, the Nkuta uses special process and procedures of mediation and reconciliation. The challenges were the absences of incentives, lack of modem education and proper training militate against the effective application of the institution in the resolution of local level disputes. The study concluded that indigenous conflict resolution strategies are still relevant and sho\uld be mainstreamed in all processes of conflict management.

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