Lived experiences of teachers on supervision received from district education board office in the selected rural schools of Livingstone, Zambia

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Halanga, Elizabeth
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The University of Zambia
This study was conducted to explore ‘Lived experiences of teachers on supervision received from District Education Board office in the selected rural schools of Livingstone, Zambia.’ To conduct the study, qualitative methodology with a case study design were employed. In addition, a purposive sampling technique was employed to select the sample, cluster centres, school head teachers and teachers. An interview and Focus group discussion were the main research instructions used. Consequently, the main findings come out from this study were: instructional supervisors attempt to identify strengths and limitations of teachers in the classroom in order to design appropriate intervention was insignificant; in addition, intervention of instructional supervisors so as to assist teachers improve their limitations was insufficient; teachers gained support from supervisors in order to improve their instructional skills was insufficient. Instructional supervisors‟ effort in liaising schools/clusters with various organizations, community groups and other interests in matters that affect quality education were also insufficient. The major challenges that primary school instructional supervisors come across while implementing instructional supervision was multiple. They were overburdened with other tasks, teaches the same credit like other teachers, teachers are challenged to accept recommendation and do not have financial allowances. Finally, to minimize and if possible, to solve the problems, the following recommendations were drawn; the district standard officers should frequently monitor the performances of primary school teachers, noting the strengths and Limitations using benefiting and suitable techniques, it leads to high success rates amongst primary school pupils in rural Livingstone district. Furthermore, due to inadequate instructional supervision practices such as regular classroom visits ensure that district standard officers observed and act on pupils’ discipline, know the teaching learning methods used in teaching and checking teachers’ log-books and the use of feedback influence positively teachers’ work performances.
Teachers--Self-rating of. , Teacher-administrator relationships. , School supervision. , Educational accountability.