The role of teachers in the evolution of educational policies in Zambia: the case of selected schools of Lusaka and central provinces

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Nambela, ,Florence
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The role of teachers in the evolution of educational policies in Zambia was investigated in selected schools of Lusaka and Central Provinces. Stratified random sampling was used to select four high and three basic schools of Lusaka and Kabwe towns respectively. Questionnaires, semi-structured interviews, and documentary analysis were used to collect both quantitative and qualitative data. Quantitative data were analyzed using programmed Excel spread sheets to generate frequency tables, and percentages. Data collected from qualitative questions and interviews were analyzed and coded according to emerging themes using the comparative approach. The frequencies, tables, percentages and common themes obtained were used to establish the role of teachers in the evolution of educational policies in Zambia.Almost all teachers graduated from Government Universities and Colleges.However; the majority of them were not conversant with the educational policy documents and their intended purposes. Most teachers, therefore, felt disgruntled with some educational policies so far formulated and described them as mere rhetoric, ambitious and chaotic.A number of teachers were directly engaged in several business activities that split their attention between survival and professional core activities. Engaging in business activities compromised teachers’ ability to deliver quality education effectively. At school level, the channels of communicating policy measures were robust and effective at most spans of control. However, authorities seemed to practice a classical management style and created impediments manifested in form of bureaucracy by unjustified refusal to release policy information. The distortions in impact of policies presupposed that several factors led to the discrepancies in terms of incomplete design and implementation.Successive Zambian Governments have had different motives and motivations in the context of initial social economic conditions; and the political environment for undertaking educational policy reforms. Therefore,educational policy reforms in Zambia had been punctuated by spells of progress and frequent setbacks. The overall conclusion was that teachers and school managers as key players in the implementation of policies in the education sector marginally participated in the policy making process. Teachers felt that the Ministry of Education Officials should play a facilitating role and let teachers and their Union representatives take part in the policy making process
Educational(administration)--Zambia , Education and state(policies)--Zambia