Implementation of school based self-evaluation for ensuring quality management in selected secondary schools in Lusaka province, Zambia.
| dc.contributor.author | Siafwa, Sunshine Namasiku | |
| dc.date.accessioned | 2023-11-30T14:40:14Z | |
| dc.date.available | 2023-11-30T14:40:14Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The purpose of this study was to establish the implementation of school based self-evaluation (SBSE) in assuring quality management in twenty selected public schools of Lusaka Province, Zambia. The study used a mixed method approach and data was collected concurrently from the administrators, teachers, pupils and support staff. For quantitative approach, data was collected using self-administered questionnaires and for qualitative approach, semi-structured interview guides, focus group discussions guides, observation and document analysis were used. Questionnaires were analysed using Statistical Package for Social Sciences (SPSS) while the interviews were thematically analysed. The study involved a sample size of three hundred and sixty participants from twenty schools representative of each district of Lusaka province of Zambia. The findings obtained from the data collected showed that though most schools implemented SBSE, there was no consistency in its implementation as the frequency and method of monitoring in most schools varied. The study established that the stakeholders were aware that there was a policy of SBSE. The study also revealed that almost all the stakeholders were involved in the process of SBSE, what varied was the extent of involvement. The findings of this study also indicated that the area of teaching and learning was commonly evaluated by all schools. It was also noted that only a few schools had set their own benchmarks. The study concluded that implementation of SBSE was ineffective due to poor communication and stakeholders owning the process. The areas of teaching and learning were commonly evaluated, leaving evaluation of other areas to administrators only, this made the implementation weak, therefore compromising the quality of their performance. Most schools had no specific benchmarks which resulted in lack of formative evaluation for corrective action. Therefore, the study makes the following recommendations; the Ministry of General Education must ensure that there is mandatory pre-training on total quality management for all educationists to acquaint them on quality management techniques. The study further recommends that communication and collaboration in the schools must be strengthened so that all stakeholders know the intended outcome of SBSE. Furthermore, the study recommends mandatory school based individualised benchmarks to ensure that management can easily assess their performance. There is need for a comparative study to be carried out in any of the ten provinces in order to arrive at a generalised, validated and reliable conclusion. | en |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8258 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | School improvement programs--Zambia | en |
| dc.subject | School improvement--Policy--Zambia | en |
| dc.title | Implementation of school based self-evaluation for ensuring quality management in selected secondary schools in Lusaka province, Zambia. | en |
| dc.type | Thesis | en |