Linking teacher effectiveness to school performance: evidence from rural day secondary schools in the Western province of Zambia.

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Date
2020
Authors
Daka, Harrison
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Abstract
This study aimed at establishing particular aspects of teacher effectiveness in the rural day secondary schools of the Western Province of Zambia. The objectives of the study were to explore the characteristics and practices of teachers in high and low performing rural daysecondary schools and investigate the major hindrances to teacher effectiveness in these schools. Using a multiple case-study design, the study collected the data from 128 participants drawn from two pairs of day-secondary schools; classified as either high performing or low performing. The data were collected using questionnaires, interviews, focus groups and observations. The findings were that the high performing schools were characterised by highly motivated teachers; mostly with diploma qualifications, presence of local professional development activities, frequent academic monitoring of pupils and positive teacher expectations of pupils‟ success. Teachers‟ sex and experience at a school were not associated with effectiveness. The factors threatening teacher effectiveness included inadequate infrastructure, poor conditions of service, insufficient teaching materials, and teacher absenteeism. Keywords: Teacher Effectiveness, Continuing Professional Development, Academic Performance, Rural Schools
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Keywords
Teacher effectiveness--Secondary schools. , Teacher effectiveness.
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