Linking teacher effectiveness to school performance: evidence from rural day secondary schools in the western province of Zambia.
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Date
2015-09-15
Authors
Kakupa, Paul
Tembo, Pilira
Daka, Harrison
Journal Title
Journal ISSN
Volume Title
Publisher
Zambia Journal of Teacher Professional Growth
Abstract
This study aimed at establishing particular aspects of teacher effectiveness in the rural day secondary schools of the Western Province of Zambia. The objectives of the study were to
explore the characteristics and practices of teachers in high and low performing rural day secondary schools and investigate the major hindrances to teacher effectiveness in these
schools. Using a multiple case-study design, the study collected the data from 128
participants drawn from two pairs of day-secondary schools; classified as either high
performing or low performing. The data were collected using questionnaires, interviews,
focus groups and observations. The findings were that the high performing schools were
characterised by highly motivated teachers; mostly with diploma qualifications, presence of
local professional development activities, frequent academic monitoring of pupils and
positive teacher expectations of pupils‟ success. Teachers‟ sex and experience at a school
were not associated with effectiveness. The factors threatening teacher effectiveness included
inadequate infrastructure, poor conditions of service, insufficient teaching materials, and
teacher absenteeism.
Description
Article. The study reveals factors threatening teacher effectiveness to include inadequate infrastructure, poor conditions of service, insufficient teaching materials, and teacher absenteeism.
Keywords
Teacher Effectiveness, Continuing Professional Development, Academic Performance, Rural Schools
Citation
Kakupa, P., Tembo P., and Daka, H. (2015). Linking Teacher Effectiveness to School Performance: Evidence from Rural Day-Secondary Schools in Western Province of Zambia. Zambia Journal of Teacher Professional Growth. 2 (2), pp. 17-30.