Education Administration and Policy Studies

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    An assessment on the implementation of performance management in Jesuit owned institutions: a case study of St Ignatius college.
    (International Journal of Recent Research in Commerce Economics and Management, 2024-01) Mpelo Saulo and Daka Harrison
    The purpose of the study was to assess the implementation of performance management in Jesuit owned institutions. The following objectives informed the research; to determine the influence of performance management process on staff motivation, and to propose measures to improve performance management in Jesuit owned Learning institutions. This research applied a mixed approach that used a descriptive design. The study employed a non-probability purposive sampling on teachers found at St Ignatius College and management. In-depth interviews were done among, Principal, Vice Principal, Heads of Departments, and the Jesuit Provincial office. Data was generated using structured questionnaire, review of documents and interviews. Document analysis was also used to verify documented information that was needed as supportive evidence in the study. It was then analyzed by means of applying thematic analysis techniques based on emerging themes from the study. The study revealed that implementation of performance had commenced with various gaps requiring management attention. The study further revealed that in many instances, the designing, agreeing and reviewing of performance management had gaps including the failure to provide reasonable feedback on the performance of the employees. Thus supervisors preferring to be more subjective in the process to avoid being questioned and at many instances employing central tendency rating methods. The study recommended the need for schools to ensure that the managers and immediate supervisors are empowered and schools to implement consistency performance bonus awards to deserving employees. The study further recommended the need for management to cascade the strategic objectives to the departments for their extraction of performance objectives
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    Opportunities and challenges of school based assessment during covid 19 pandemic in Lusaka urban secondary schools.
    (International Journal of Research and Scientific Innovation., 2024-01) Kalimaposo Kalisto, Daka Harrison , Ndubakwenda Hazel, Phiri Chidongo and Kaulu Goodwell.
    This study explored the opportunities and challenges faced by learners, teachers and head teachers with respect to School-Based Assessment (SBA) during the COVID 19 pandemic. Worldwide, learning institutions experienced the lock down due to COVID -19. Theoretically, the study was guided by Jean Piaget constructivism learning theory anchored on the idea that knowledge is constructed by the learner’s mental activities. The Argument is that children construct their new understandings and knowledge through experience and social discourse, integrating new information with what they already know. Methodologically, the study employed a case study design because it provided an in-depth exploration of a contemporary, real-life COVID 19 phenomenon in its context. The study comprised 50 pupils, 22 female teachers, 28 male teachers and two head teachers. Data were collected using questionnaires, interviews and focus group discussions. The study established that respondents were aware of the SBA programme. The experiences of the implementation of SBA show that due to the past influences of the traditional objective-based assessment, some teachers found it difficult to change to the outcomes-based assessment. Of concern during the COVID 19 period was that of absenteeism on the part of learners with most of them being apathetic towards SBA. The study alludes to the fact that inadequate teachers and lack of requisite resources to implement the SBA programme compounded the problem further which should have been examined to solve the problem next time it reoccurs in urban schools of Lusaka district. The study recommended that the Ministry of Education (MoE), Curriculum Development Centre (CDC) and Examinations Council of Zambia (ECZ) should provide teachers with more training opportunities to receive professional development in handling SBA in schools and that Head teachers and teachers should ensure that pupils are responsible for their own learning. In addition, teachers should provide adequate feedback to learners, indicating their strengths and weaknesses as a measure of improving learning.
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    Strategies of improving the performance of girls in mathematics at secondary school: a case of Lusaka district schools.
    (Global Scientific Journals., 2024-01) Mulenga Nichol, Daka Harrison and Mulenga – Hagane Lydia Mukuka
    In Zambia it has generally been accepted that good performance in mathematics has become a prerequisite for one entry into tertiary education regardless of one’s sex. In a bid to find themselves places in colleges and universities, many more girls are victim of rejection because of poor grades in mathematics compared to boys. The study looked on strategies of improving the performance of girls in Mathematics at secondary school. The study adopted a descriptive design Approach, which will employ research methods, questionnaires and interviews. The target population comprised learners, mathematics teachers, Heads of Department and School managers at secondary level. Probability sampling techniques were used to select pupils and teachers from Secondary Schools. The total study sample was 50. Two instruments were used for data collection in the study: the questionnaire and interviews. Qualitative data were collected and analyzed on an on-going process as themes and sub-themes that emerged through thematic analysis. The findings showed that quality of instruction, teacher motivation, teacher qualification, learners’ attitude, low parental involvement had bearing on girls’ poor academic performance in mathematics. Based on the findings of the study, it was concluded that, the barriers to improving learning outcomes in Zambia are many and cut across both the demand and supply side, and interact across the school, district, provincial and national levels. The study recommended that parents should get involved in pupil’s education in order to help monitor children’s performance through homework as well as monitoring the time spent on social media and other vices. With regard to parental support to girls ‘mathematics education, the study established that many parents believe that girls were poor performers in mathematics hence they do not help them. In order to improve teaching and learning practices secondary school, the study recommends that the school management sensitize mathematics teachers not to be gender biased in their lessons by involving both boys and girls equally in mathematics lessons. Secondary School mathematics teachers need to present to girls’ scientific theories that suggest that mathematics performance is the result of experience and not genetics as well as guidance teachers ‘need to work in collaboration with teachers of mathematics and the school head teacher in secondary schools must provide girls with many efficacy-building experiences in mathematics.
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    Facrors influencing structural violence against female police officers in Zambia police service: a case study of Monze police station.
    (Global Scienfic Journals, 2024-01) Sianga Godfrey, Daka Harrison, Mulenga – Hagane Lydia Mukuka, Kalimaposo Kalisto and Mundando Janet.
    The purpose of this study was to examine factors influencing structural violence against women in Zambia police taking particular interest Monze police station. The study endevoured to achieve the two (2) objectives namely; to establish factors behind structural violence against women in the police service the at Monze Police station and; to examine measures to address the causes of structural violence in the police service at Monze police station. In this study, a qualitative descriptive research design was used. The study population was drawn from among police officers based at Monze police station. Monze police station has a total population of sixty (60) police officers. Among these 35 (59%) are male officers while 25 (41%) are female officers. In this study, purposive sampling technique was used to identify respondents from the targeted population. Data was collected until a saturation point was reached. 30 in-depth interviews were conducted on a one on one in this study with police officers drawn from Monze Police station both males and females. The data was analyzed thematically. Thematic approach was used where data was grouped according to common themes and patterns as well as differences in the participants’ responses. Thematic analysis was done after verbatim transcription of the interviews. It study revealed that structural violence against female officers in the Zambia police service has been in existence for a long time now. This has been necessitated by gender inequality which exist between men and women in most Zambian communities. Others include culture and belief that women are not ready to take risks and do not work throughout the month or year. Measures to address these from the study were found to come up with steps such as empower women, support community level transformations of social norms and practices, formulate laws and policies that will deal with the inequality between men and women and increase knowledge and sensitizations on gender equality and equity. The study recommended that measures must be taken to ensure that African cultural practices must have no influence in the Zambia police service administration and that Laws and Policies must be established to support the current pieces of legislature to address structural violence against female police officers in Zambia police service.
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    Formal education a multi-sided key in mitigating teenage pregnancy among secondary school children: a case of Munali area, in Lusaka province, Zambia.
    (International Journal of Research and Innovation in Social Science, 2022-06-06) Wamunyima, Lungowe P; Mwale - Mkandawire, Margaret; Daka, Harrison
    The purpose of this study was to explore the role of education in mitigating teenage pregnancy among secondary school children in Munali area, Lusaka. The study design was a case study in which interviews were conducted and questionnaires were distributed. This study took a total of 40 participants including 20 school teenage girls who happen to be the main characteristic feature for which this study was undertaken, 10 teachers, and 10 heads of department. In response to the educative measures in order to mitigate teenage pregnancy, among the findings the study found that there is need to promote community service activities, and providing education about birth control among the main measures to consider in order mitigate teenage pregnancies. Also, the study found that misinterpretation of children’s rights, lack of awareness and insight regarding the consequences of teenage pregnancy were among the major factors leading to teenage pregnancy. More so, it found that poor collaboration among school departments, lack of public awareness and programs, lack of sensitization workshops and having unqualified educators in terms of counselling both in the communities and schools were some of the challenges and barriers faced thereby leading to high levels of teenage pregnancies. The study recommended that parents should be actively engaged in partnership with the school, educators and social workers. In addition, that there should be collaboration among different school departments should be emphasized in order for better coordination of programmes about sex education and psychosocial; collaboration with healthcare services, schools and communities to engage trained educators who will be able to counsel learners in relation to psychosocial issues, as they are supposed to focus on the education of learners.