An investigation into teacher perceptions on school readiness assessment in Choma district, Zambia.
| dc.contributor.author | Phiri, Sylvia | |
| dc.date.accessioned | 2025-06-27T11:39:52Z | |
| dc.date.available | 2025-06-27T11:39:52Z | |
| dc.date.issued | 2025-05 | |
| dc.description | Thesis | |
| dc.description.abstract | This study aimed to investigate teachers’ perceptions on school readiness assessment practices in Choma District primary schools. Using a qualitative approach and a case design, data were generated through interviews and focus group discussions with 20 participants, including ECE teachers and school managers. The study employed purposive sampling technique to select the sample size. Expert purposive sampling was employed to select ECE teachers. For school managers, homogenous sampling technique was used. The findings revealed that ECE teachers primarily relied on basic assessment tools such as the observation, which was deemed insufficient for effectively evaluating school readiness. Assessment practices across the district lacked consistency, as they were largely dependent on teacher-created methods. Limited training on advanced assessment techniques further hindered comprehensive evaluations of learners. Teachers also faced significant challenges, including resource shortages, overcrowded classrooms, inadequate classroom space, insufficient teaching and learning materials, limited parental involvement, and a lack of professional development opportunities. The study concluded that there is an urgent need for the introduction of more structured and specialized assessment tools, as well as increased support for teachers through resources and professional development programmes, to improve school readiness evaluations. In addition, schools could foster stronger communication with parents and the community to encourage greater involvement in their children’s education. Further studies could also investigate the role of parental involvement in enhancing school readiness in ECE classrooms, examining strategies to effectively engage parents in supporting their children's early learning at home and school. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9215 | |
| dc.language.iso | en | |
| dc.title | An investigation into teacher perceptions on school readiness assessment in Choma district, Zambia. | |
| dc.type | Thesis |