Formal teacher competence and its effect on learner reading achievement in multilingual learning contexts of Livingstone district in Zambia.
Date
2025
Authors
Moyo, Stephen
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study examined formal teacher competence and its effect on learner reading achievement in multilingual learning contexts of Livingstone District in Zambia. Guided by the Expertise, Translanguaging, and Pedagogical Content Knowledge (PCK) theories, the study addressed the following objectives: to examine the effect of teacher professional qualifications on learners' reading achievement in multilingual learning contexts, to analyze
how professional qualifications influence the pedagogical content knowledge of teachers in primary schools, to identify challenges teachers face in teaching learners from multilingual learning contexts, and to examine strategies to enhance teacher competence. Adopting a mixed-methods research approach with a convergent parallel design, the study collected data through teacher interviews, classroom observations, and learner achievement tests. Findings revealed significant variations in learners' reading achievements based on teacher qualifications. Teachers holding Bachelor’s degrees in Primary Education demonstrated the highest effectiveness (Cohen's d = 1.33), followed by those with Primary Diplomas (Cohen's d = 0.85) and those with degrees in English Language/History (Cohen's d = 0.84). These results highlight that higher qualifications specifically tailored for primary education lead to improved learner reading achievement in multilingual classrooms. Furthermore, the study found that teachers with relevant primary education degrees possessed better pedagogical and content knowledge to enhance reading achievement, compared to those with general
secondary education degrees. Statistical analyses supported these findings, with the dependent variable approximating a normal distribution (p = 0.583) and the Levene test confirming homogeneity of variances across teacher qualification groups (p > 0.05). The One-Way Analysis of Variance (ANOVA) further revealed significant differences in learner performance based on teacher qualification. Learners taught by teachers with a Bachelor’s
degree in Primary Education had the highest mean score (37.57), followed by those taught by teachers with a Primary Diploma (36.04), and those instructed by teachers with a Bachelor’s degree in English and History (35.20). These results reinforce the importance of teacher qualifications in shaping learner outcomes, emphasizing the advantage of teachers with a primary education background in multilingual settings. Additionally, the study identified key challenges affecting instruction, including resource shortages, language barriers, and overcrowded classrooms. To address these issues, the study recommends tailored teacher training programs, continuous professional development initiatives, and the development of
multilingual teaching resources. The findings underscore the critical role of teacher competence in improving learner reading achievement, particularly in complex multilingual contexts.
Keywords: Teacher Competence, Reading Achievement, Multilingual Learning, Pedagogical Content Knowledge, Teacher Qualification.
Description
Thesis of Doctor of Philosophy in Applied Linguistics.