The professional relationships between school managers and the teaching/learning of mathematics in selected secondary schools in Kapri-Mposhi, District: a qualitative study
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Date
2016
Authors
Sikatali, Joseph
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
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 Kapiri Mposhi district, concerns have been raised by some teachers, parents and other members of the community about the lack of good collaboration and team work between the school manager and teachers in some schools of Kapiri Mposhi district. The study examined the kind of relationship that existed between school managers and the teaching/learning of mathematics in selected secondary schools in Kapiri Mposhi district. A sample of 32 respondents were purposively selected and interviewed. These included eight (8) secondary school managers, [five (5) male and three (3) females] and twenty-four (24) teachers of Mathematics including 3 group interviews. The study was mainly qualitative in nature and used descriptive surveys. Thematic analysis was used to analyze data.
The findings suggested that most teachers of Mathematics 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 Mathematical equipment and latest reference books including graphed blackboards in classrooms.
Arising from these findings, several recommendations were advanced to stakeholders. Government through the Ministry of General Education (MOGE) was urged to put in place elaborate policies and guidelines that would spur increased collaboration of school managers and teachers of mathematics. It was further recommended that the Senior Education Standards Officer (SESO) in charge of Mathematics in the province must address other non-interpersonal de-motivating factors by school managers. Similarly, school managers and teachers of mathematics should maintain and foster cordial and professional interpersonal relationships to enhance the academic performance of pupils in secondary schools.
Description
Master of Education in Educational Management