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

Item

Title
Linking teacher effectiveness to school performance: evidence from rural day secondary schools in the western province of Zambia.
Description
Article. The study reveals factors threatening teacher effectiveness to include inadequate infrastructure, poor conditions of service, insufficient teaching materials, and teacher absenteeism.
en SELF
Creator
Kakupa, Paul
Date
2023-11-30T14:39:47Z
Date Available
2023-11-30T14:39:47Z
Date Issued
2015-09-15
Abstract
en 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 day secondary 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.
Identifier
en Kakupa, P., Tembo P., and Daka, H. (2015). Linking Teacher Effectiveness to School Performance: Evidence from Rural Day-Secondary Schools in Western Province of Zambia. Zambia Journal of Teacher Professional Growth. 2 (2), pp. 17-30.
2308 - 2178
uri
https://dspace.unza.zm/handle/123456789/8256
Language
en en
Publisher
en Zambia Journal of Teacher Professional Growth
Subject
en Teacher Effectiveness, Continuing Professional Development, Academic Performance, Rural Schools
Type
en Article
Item sets
The University of Zambia Collections