Education Administration and Policy Studies
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- ItemExploring factors influencing teacher retention in private secondary schools of Zambia.(International Journal of Social Science and Education Research, 2025) Mapulanga, Happy;; Daka, Harrison;; Tembo, Pilira;; Bwembya, Ireen;; Mulenga-Hagane, Mukuka Lydia;; Banda, Boniface and; Kabeta, Rachel MabukuThis study explored factors influencing teacher retention in three private secondary schools of different reputation levels in Lusaka, Zambia. A mixed-methods case study approach was used to explore the factors influencing retention of teachers from 2020 to 2024 in the selected private schools. Data was collected through document analysis, questionnaires from current teachers, interviews with former teachers and school administrators, and focus group discussions with current teachers. The three schools were purposively selected to represent high, medium, and low reputation categories based on factors including fee structure, facilities, curriculum offerings, and academic performance records. Data was analysed using descriptive statistics and One-Way ANOVA while qualitative data was anlysed using thematic analysis. The findings revealed that multiple factors influenced teacher retention, with their relative importance varying by school reputation level. There was sstatistical significant difference that existed for most retention factors across the three schools (as indicated by significant F-values and p-values < 0.05) except for colleague relationships. At the high-reputation school, professional development opportunities, work environment, and competitive compensation were primary retention factors. The medium-reputation school's teachers emphasized Christian values alignment, reasonable workload, and job security. At the low-reputation school, basic compensation adequacy, physical working conditions, and resource availability were dominant concerns. The study concluded that there is need to employ strategies of retaining teachers in private schools. Recommendations include implementing targeted retention strategies for high-demand subjects and establishing sector-wide professional development initiatives to enhance teacher retention and educational quality in private schools. Keywords: Teacher retention, retention strategies, private schools, educational quality
- ItemQuality assurance mechanisms that enhances academic and administrative performance in public higher learning institutions in Zambia.(International Journal of Research and Scientific Innovations (IJRSI), 2025) Daka, Harrison;; Mijere, Shanziwe Abesi;; Bwembya, Ireen;; Mulenga – Hagane, Lydia Mukuka;; Banda, Boniface;; Chazanga, Friday Chasowa.The study evaluated how the quality assurance mechanisms in Higher learning institutions in Zambia enhances academic and administrative performance. The objective was to evaluate quality assurance mechanism effectiveness in enhancing academic and administrative performance. The study employed a convergent parallel mixed-methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 20 administrative staff and Quality Assurance Directorate personnel. Data analysis included descriptive statistics, chi-square tests, correlation analysis, multiple regression, and thematic analysis. Quality assurance mechanisms showed varying effectiveness across functions, with student assessment rated highest (mean=1.92). Regression analysis identified awareness level as the strongest predictor of perceived effectiveness (β=0.412, p<0.001). Training status was the strongest predictor of high staff engagement (OR=4.816, p=0.012), with trained staff nearly five times more likely to engage actively. Based on these findings, the study recommends implementing a tiered quality assurance training framework, developing discipline-sensitive quality assurance approaches, and establishing a decentralized quality assurance support structure with designated officers in each school. Keywords: Quality Assurance, Higher Education, Academic Performance, Administrative engagement, Institutional Effectiveness
- ItemChallenges in the implementation of quality assurance mechanisms at the university of Zambia.(Science and Education Publishing, 2025) Shanziwe, Abesi Mijere; Harrison, Daka; Mukuka, Lydia, Mulenga – Hagane; Ireen, Bwembya; Boniface, Banda; Friday, Chazanga and Mulenga-Hagane, Mukuka Lydia.The study examined the implementation challenges faced by both academic and administrative staff of quality assurance mechanisms at the University of Zambia. The study employed a convergent parallel mixed methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 10 administrative staff and 5 Quality Assurance Directorate personnel and 5 students in leadership. Data analysis included descriptive statistics, correlation analysis, multiple regression and thematic analysis. Findings revealed that resource constraints emerged as the predominant implementation challenge (84.27%). Qualitative findings revealed improved role clarity and streamlined processes attributed to quality systems, but severe understaffing and infrastructure limitations hindered implementation. Based on these findings, the study recommends implementing a tiered quality assurance training framework and establishing a decentralized quality assurance support structure with designated officers in each school. Keywords: Quality Assurance, Higher Education, Staff Perceptions, Academic Performance, Institutional Effectiveness
- ItemStrategies for improving students’ records management using technological advancements: a case of the university of Zambia.(Global Scientific Journal, 2025) Daka, Harrison; Kakupa, Paul; Banda, Boniface; Chazanga, Friday Chasowa; Mulenga – Hagane, Lydia Mukuka; Tembo, Pilira; Bwembya, Ireen.Public as well as private organizations are increasingly realizing that sound records management is linked to service delivery. However, Institutions of higher learning are yet to realize the role of records management to quality service delivery. This may be due to lack of policy frameworks on management, destruction of records and inadequate qualified staff among others. Keeping students' records is a crucial activity in every learning institution. Some learners misplace their results, and their only hope is to obtain a replacement from the institution. Records of what students borrowed (books, equipment) become very important when students seek to clear before graduation. Learning institutions are facing challenges in how to maintain such records as numbers of students increase and years pass. This study therefore investigated the strategies that learning institutions like the University of Zambia can implement using technological advancements in different schools to enhance students’ record-keeping. A case study was conducted to collect data from 20 participants from one of the Schools at the University of Zambia. Non-random sampling was utilized to select key informants from the School of Education, Admission office, Academic office, Student registry and the Library.. Interviews were employed to gather primary data from respondents, while document analysis was used to collect secondary data to corroborate the primary data. Thematic analysis was employed to analyze the data. The findings revealed that students’ records were stored in both hard copy (files) in the school registry and soft copy using software such as Cloud gadget in the Heads of Departments, although this was only in one department. It was also revealed that the use of Atria and Moodle was not considered very reliable by students. The study further showed that the challenges in maintaining students’ records stemmed from the type of software and gadgets used, lack of staff training, poor internet connectivity, and slow technological advancement. Based on these findings, the study recommends that the University of Zambia should adopt advanced technology to enhance students’ record-keeping, especially in internet infrastructure. Additionally, the study suggests that staff members should undergo Continuing Professional Development in the field of Information and Communications Technology (ICT). Moreover, the study recommends that staff from the Library and CICT department should collaborate with schools to improve students’ records. Key words: Records management, Advanced Technology, Registry, Strategies, Internet connectivity
- ItemEnhancing online learning in higher education institutions in Zambia: an evaluation of the measures put in place by the Government of Zambia, internet service providers and higher learning institutions.(International Journal of Research and Innovation in Social Science, 2025) Chiwoya, Alvin; Daka, Harrison; Mulenga–Hagane, Mukuka LydiaThe study investigated the innovative strategies for enhancing online learning in higher education institutions in Zambia. The objectives of the study were; to establish measures the Government of Zambia has put in place to ensure fast, accessible and affordable internet service in all higher learning institutions, to investigate what Internet Service Providers were doing to enhance internet connectivity in higher learning institutions for the benefit of all learners and educators; and to evaluate the support which higher learning institutions offered to educators and learners involved in online learning in Zambia. The study was guided by the Constructivist Learning Theory and Social Cognitive Theory. The researcher employed a pragmatism paradigm and a descriptive research design. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, 4 Directors of Distance Education in charge of Online Learning in the four universities, 1 ICT Director from the Ministry of Technology and Science and 1 ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Four research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and three interview guides which were used to collect qualitative data. Semi-structured interviews were conducted to validate the constructs and to create new items where need arose. Qualitative data was analysed thematically, while descriptive statistics were used to analyse quantitative data. The findings of the study showed significant steps taken by the Government of Zambia to enhance online learning such as introduction of 5G technology, connection of Zambia to satellite internet via Star Link, and mandating and funding of ZAMREN to provide cheaper and quality internet connectivity. Furthermore, the study showed efforts made by Internet Service providers to enhance online learning in higher education institutions in Zambia through provision of learning management systems such as zoom and Big Blue Button for free. Additionally, the study revealed that educators were generally satisfied with the computer expertise they acquired from the trainings conducted by the respective universities, but were not satisfied with the resources and the ICT support provided. Generally, educators had a negative perception of the online learning pedagogy. In view of the findings, the study recommends development of a regulation framework of online learning by the Government of Zambia through Ministry of Education and introduction of mandatory ICT training courses for both learners and educators in the training curriculum by Higher Learning Institutions.