Education

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    An establishment of the levels of awareness of marketeers on council services in selected markets in Kafue district, Zambia.
    (The University of Zambia, 2022) Mwachiyaba, Agness
    The focus of this study was to establish marketeers „levels of awareness of the local governance issues in selected markets under Kafue town council. Specifically, the study sought to ascertain whether or not marketeers in Kafue town participate in the management of the markets. The study was also establishing whether or not marketeers in Kafue town are aware that they can hold Kafue Town council accountable in the management of markets. Apart from the aforementioned objectives, the research also sought to determine the responsiveness of Kafue town council to the needs of the marketeers and finally to identify what penalties Kafue Town council give to marketeers who default in the payments of market levies. In this study, three markets under Kafue town council were selected and some council workers, from which 32 research respondents were conveniently and snowbally sampled. As a matter of data collection methods, semi-structured interviews and Focus Group Discussion were used. Document analysis and checklist were also part of the data collection methods employed in this investigation. Data analysis was based on themes that emerged in the study. The data was coded, transcribed and manually analysed. The research results showed that marketeers know little about the roles of the council. It was also indicated in the study that the participation of marketeers in local governance is very low. The young marketeers do not hold the council accountable and few elderly marketeers hold the council accountable only in few cases. Further, the council responsiveness to marketeers „needs is not satisfactory. Also, the council does not do anything to defaulting marketeers. This study concluded that the marketeers‟ awareness of council roles is very low which results in the low participation by marketeers hence poor service delivery by the council. Based on the research findings, it is recommended that there is need for the council to come up with strategies that will help marketeers know the roles of the council in market management if their participation has to be aroused such as having workshops where both young and older marketeers are oriented on council roles as well as their rights as citizens. Another recommendation is that council should come up with ways of responding to the needs of marketeers which will satisfy their needs. Lastly but not the least the council should effect some charges to give to marketeers who default in the payment of market levies as this will help them understand the importance of the market levies in the management of markets.
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    Exploring factors contributing to secondary school teachers’ retention in rural areas in Pemba district of Southern province, Zambia.
    (The University of Zambia, 2019) Munthali, Jacob
    This qualitative study explored lived experiences of secondary school teachers teaching in rural areas in Pemba District in the Southern province of Zambia. Dialoguing Unhu (Ubuntu) theoretical framework was adopted to help expound teachers‟ phenomenon of remaining teaching in rural areas when others in the profession are repelled. In 2008, the rural teacher attrition was at 13% annually which means that the already depleted population of rural teacher was reducing by 13% (MOE, EMIS Statistical Bulletin, 2008). Comparatively, MOGE‟s 2016 Education Statistics Bulletin collectively reported that the number of teachers who have been leaving since 2008 is much high than the 5000 annual teacher recruitment. The sample size comprised of eleven teachers from three secondary schools, three headteachers and one district education official. The baseline for teacher participation in the study was ten year rural experience specifically in their current schools. Purposive and snowballing (referral) sampling techniques were engaged in the selection of the participants. Through open-ended interviews and Focus Discussion Groups (FDGs), participants shared information about their decisions to remain teaching in rural areas despite the tradeoffs. Data collection was done through interviews and FDGs, journaling and pictures. Data analysis was done thematically using the phenomenological protocol to ensure trustworthiness and credibility, checking of transcripts, member checking strategy and triangulation. Practicing epoche (suspension of judgments) helped in the bracketing of personal biases, and assumptions. There were several findings that contributed to teachers remaining teaching in rural areas as cited by participants: (a) peer support, (b) administrative support, (c) love teaching and learning, (d) sense of familial culture, (e) religion, (f) family factors, (g) entrepreneurial activities, (h) isolation, (i) affordability and quality of life and (j) an embracing local community. Further analysis, resulted in main themes explaining why teachers have remained teaching in rural areas for more than ten years. The three main themes findings that emerged revolved primarily on peer and professional relationships, school environment and outside of school set up. All these main themes were permeated by the value of the existence of Unhu (ubuntu) and respect. The findings suggest that retention of teacher was a result of good human relations and family oriented school environment. In addition, the Tonga culture (similar to ubuntu), teachers‟ commitment to contribute to the socio-economic activities of the school and community contributed to retention.
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    Emergent literacy skills among children herding cattle as a foundation to teaching initial literacy in schools of Chipata district.
    (The University of Zambia, 2019) Tembo, Godfridah
    The purpose of the research was to establish if emergent literacy skills which children herding cattle come with to formal schooling could be used as a foundation to teaching initial literacy and numeracy.The present study sought to identify what emergent literacy skills (ELS) children herding cattle have that could be used as a foundation to teaching initial literacy and numeracy in schools. Clay’s theory of Emergent Literacy in line with that of teaching initial literacy and numeracy to children guided this study. The theory that children are tabular rasa as they come from their homes has been disputed by many psychologists and emergent literacy theorists such as Clay. The study employed qualitative methodology and a case study design was used. Purposive sampling was used to identify 40 children herding cattle and two grade one teachers. Data collection protocol involved the unstructured interview guide, focus group discussion guide as well as observations. Data was analyzed by using themes which emerged from the research questions. The findings of the study revealed that the children herding cattle acquired emergent literacy skills before starting formal schooling such as drawing, counting, identification of colour, size, and even shape, naming with phonological and phonemic awareness. The study also revealed that storytelling enhances narrative and listening comprehension skills. The children also acquired the awareness that songs compose values, attitudes as well as respect to elders. The study further established that the ELS could actually be used as a stepping stone to learning initial literacy once such children were in formal school. This study also revealed that the teaching of “reading readiness” to the first graders should be done with care and consideration taking into account ELS children like those who herd cattle before entering formal schooling. This shows that children learn to read and write gradually, rather than at a particular point in time and the herding cattle activity is a huge school full of emergent literacy skills. The study recommends that teachers of the Grade 1 take into account the emergent literacy skills among the cattle herders such as counting, naming and identification skills to be used as a foundation to teaching of initial literacy once children are in school. The Ministry of General Education (MoGE) needs to recognise and avail such findings of researches like this one to the awareness of curriculum planners so that they may include emergent literacy skills acquired by children herding cattle as a foundation to the teaching of initial literacy.
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    Leadership practices and their effect on teacher morale in selected secondary schools in Lusaka district, Lusaka province, Zambia.
    (The University of Zambia, 2019) Sachingongu, Esther Mukanda
    The national policy on education aims to facilitate educational development in the country and the Head teacher has an important role to play; including the provision of effective leadership in order to enhance teacher morale and improve learner academic performance. The purpose of this study was to establish the effects of leadership practices on teachers’ morale. The study objectives were to establish leadership practices of Head teachers; to establish the effects of leadership practices on teachers’ morale; and to assess teachers’ views on the pupils’ performance in relation to teachers’ morale. The study employed quantitative and qualitative research approaches. Simple random and purposive sampling techniques were respectively employed. Sample consisted of teachers, Head teachers and Ministry of Education. Self-administered questionnaires and semi-structured interview guides were used to collect data. Quantitative data was processed and analysed using the Statistical Package for Social Sciences (SPSS) and descriptive statistics were applied to show variable frequency distribution percentages. Qualitative data was analysed for emerging themes and categories. The study revealed that there was no uniformity in the choice of leadership styles. The most common leadership style was democratic style; associated with higher teacher morale, better teacher job performance and improved learner academic performance. Autocratic and laissez faire leadership styles were less used; being associated with poor teacher morale, poor teacher performance, and poor learner academic performance. Autocratic leadership was characterized by threats, commands, punishment, expectation of compliance, and withholding of reward. Laissez faire leadership was characterized by teacher lawless, truancy, and lateness for work and were not adequately supervised, monitored and guided. In some cases, a mixture of autocratic democratic and laissez faire styles were used. Teachers were not adequately supervised, guided and monitored. Learner academic performance was good and was attributed to democratic leadership styles of their Head teachers. The study made the following recommendations; that Head teachers should use a combination of different leadership styles and involve all teachers in school-related decisions through committees; Ministry of Education should provide more management and leadership training for Head teachers; Head teachers should use more consultative and participatory strategies to make decisions and run the school; Head teachers should receive regular leadership training; Education Managers should routinely monitor the Head teachers on the leadership styles used and its effects on the teachers, learners and academic performance; Pre service teacher education programmes to include school leadership courses.
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    Teachers’ and parents’ views about teacher-parent collaboration in learners’ homework: a case of one selected primary school in Ndola, Zambia.
    (The University of Zambia., 2020) Sivile, Brian Mulonda
    The study explored teacher-parent collaboration in learners’ homework in one school of Ndola District. The objectives of the study were to: explore the type of parental involvement in their childrens’ homework. To find out parents’ views about their involvement in their childrens’ homework. Investigate teachers’ views about parents’ involvement in homework. Using Interpretive phenomenological research design the study utilised a sample of 12 participants from one selected school in Ndola District which included 6 grade five teachers and 6 parents whose children were in grade five. Purposive sampling was used to select teachers and parents while convenient sampling was used in selecting the school were the study was conducted. Semi structured interview guides were used to collect data which was analysed using the interpretive phenomenological analysis. The major findings in the study revealed that parents got involved in their children’s homework by providing materials to their children, supervising childrens’ homework, they also sought external help in homework and asked teachers to clarify homework issues where needed. On the views teachers get from parents regarding homework, the study found out that, illiteracy hindered their participation, busy schedules and lack of cooperation between teachers and parents were noted. On the importance of homework, the study revealed that homework motivated parents to check pupils’ books, gave confidence in learners and ideas were shared by both teachers and parents. The study concluded on teachers’ views on the need for parent-teacher collaboration in homework and findings were that, learners’ weaknesses are easily noticed, reading skills are improved, absenteeism is also reduced in learners and discipline among learners is improved. Based on the findings, the study recommended that there was need for effective communication between teachers and parents in the giving of homework, this could be enhanced through having frequent PTA meetings to sensitise the parents on the importance of homework to learners. That the Ministry of General Education should familiarise the giving of homework in schools by putting it on the time table for learners.