Internal monitoring and evaluation of teaching in secondary schools of Kabwe district in Central province, Zambia: challenges and possible solutions.
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Date
2022-01-30
Authors
Lungu, Steven
Daka, Harrison
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Innovation in Social Science
Abstract
This study aimed at investigating the challenges and
possible solutions of conducting internal monitoring and
evaluation of selected secondary schools teachers’ performance
in Kabwe district. The study was conducted within the
framework of mixed methodology using an embedded mixed
design. The study collected data from 114 participants drawn
from ten secondary schools in Kabwe district. The data was
collected using questionnaires and interviews. The findings
included the following challenges; minimal frequency of internal
monitoring and evaluation, head teachers’ challenges of multiple
roles, teachers’ divided attention between teaching in class and
personal development, head teachers not being conversant with
processes of monitoring and evaluation thus tended to be fault
finding and intimidating in nature as opposed to providing
constructive criticism and encouragement. The
recommendations for addressing the challenges that emerged
from the findings included; Head teachers to undergo training in
educational management and administration, to increase
frequency of internal monitoring and evaluation, roles of head
teachers to be reduced to administration only, to introduce peer
to peer monitoring, to encourage monitoring through
intertwining of secondary schools in the district, and teachers to
regularly attend Continuous Professional Development (CPD).
Description
The study recommends Head teachers to undergo training in educational management and administration, to increase
frequency of internal monitoring and evaluation, roles of head teachers to be reduced to administration only, to introduce peer
to peer monitoring, to encourage monitoring through intertwining of secondary schools in the district, and teachers to regularly attend Continuous Professional Development (CPD).
Keywords
Internal monitoring and evaluation, Teacher performance, Teaching and Learning
Citation
Lungu, S. and Daka, H. (2022). Internal Monitoring and Evaluation of Teaching in Secondary Schools of Kabwe District in Central Province, Zambia. Challenges and Possible solutions. International Journal of Research and Innovation in Social Science, 6 (1), 180 – 186.