The professional relationship between school Managers and teachers and its impact on the teaching of science in selected high schools of Lusaka Urban

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Phiri, Dines
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The success of a school, like any other institution, rests primarily on the dynamics of inspiration, collaboration and team work between the school manager and other members of staff. However, in Lusaka district, concerns have been raised by some teachers, parents and Other members of the public about the lack of good collaboration and team work between the school manager and teachers in some schools of Lusaka district. The study examined the kind of professional relationship that existed between the school manager and teachers and its impact on teaching of science at four High schools in Lusaka urban. Four (4) high school managers [three (3) males and one (1) female] and forty (40) teachers of Science were sampled. Questionnaires were administered to the forty (40)science teachers, of which, 32 responded giving a response rate of 80%. In addition,interviews were conducted with the school managers and selected teachers of science from each school. Qualitative techniques were used to establish emerging themes and patterns, as well as categories of themes, while quantitative techniques were employed using Microsoft Excel Package in generating response frequencies on key questions and charts for analysis. The findings suggest that most teachers of Science enjoyed a good relationship with their school managers and that the relationship inspired them to teach better. Collaboration and team work with their school managers inspired most teachers to teach better. However,other non- interpersonal de-motivating factors were cited such as the deplorable state of science laboratories in their schools. The findings of the study seemed to highlight some issues that could be considered to improve high school education; these have been considered as recommendations for the study. It is therefore important for school managers to maintain and foster cordial and professional interpersonal relationships with teachers to enhance the academic performance of pupils in high schools. Appropriate and objective measures must equally be put in place to monitor and correct school managers that have a tendency of frustrating teachers. Above all, the Directorate of Standards and Curriculum under Ministry of Education must address other non-interpersonal de-motivating factors by, for example, ensuring that high school laboratories are adequately stocked with supplies and equipment.
Science--Study and teaching (high) , Science teachers--Lusaka , School management and organizatio , Teachers--Zambia