M. Kurebwa

An Investigation into Teachers' Attitudes towards Performance Management in Zimbabwe

Abstract This study sought to examine the attitude of teachers in Rusununguko Cluster of Shurugwi in the Midlands Province in order to establish the extent to which performance management helped to improve performance of teachers in schools. The descriptive survey research design was used and the sampling technique used was the random sampling. Thirty (30) teachers and seven (7) heads were used as research subjects. Questionnaires and interviewers were used as instruments. The data that was collected through questionnaires and interviews was calculated in percentages and presented in tables. The study showed that performance management is a policy which is there in the Ministry of Education, Sport, Arts and Culture that is also being implemented in schools. The study recommended that work for teachers be reduced so that more time should be devoted to the implementation of performance management. Secondly, the study also recommends that there be a comprehensive training for teachers and heads on performance management programme so that they continue to implement performance management positively.

Effects of a Large Class Size on Effective Curriculum Implementation

Abstract The study sought to examine the feelings and attitudes of heads and teachers towards how a large class size affects effective curriculum implementation in primary schools of Zimbabwe. The researchers used questionnaires as the data collection instrument. In the study, 20 teachers and 5 heads were requested to respond. Questionnaires for heads were different from the teachers’ although both sought to tape the same information. The responses were presented in tables and graphs and then analyzed. An analysis of the results shows that the current teacher to pupil ratio of 1:40 was too large. Hence, both the head and teachers felt that it should be reduced to as low as 1:30. The respondents felt that a large class is not conducive to cater to individual differences. Marking and provision of adequate learning materials were signed as majority constraints in large class sizes. The results further revealed that supervision in general and discipline were a thorn in the flesh in most large class sizes.

Parents' Mode of Communication with Their Hearing Impaired Children in Gweru Urban

Abstract The study sought to establish the mode of communication used by parents with their hearing impaired children. A qualitative interpretive research methodology was adopted. Data was collected from Gweru Urban District in Zimbabwe. The population comprised of visually impaired pupils attending school at Jairos Jiri and their parents. The researchers used purposive sampling or availability sampling to come up with 20 parents and 20 children. The study observed that parents struggle to communicate with their hearing impaired children hence some parents end up using gestures, facial expression, pointing, touching and other manual signs that are not recognised in trying to communicate with their children. The study also established that hearing parents and guardians use Total Communication as a mode of communication with their hearing impaired children.

An Investigation into the Extent of Parental Involvement in the Schools’ Financial Management

Abstract The study was carried out to determine the extent of parental involvement in the schools’ financial management in six primary schools in zone 6 cluster of Shurugwi District in the Midlands Province of Zimbabwe. In this study, six schools and twenty respondents were used. These included six heads, six School Development Committee Chairpersons, six clerks, one District Accountant and one Councillor. The descriptive survey method was used. Questionnaires and interviews were used as research instruments. It emerged that the participation of parents in S.D.Cs has greatly helped in improving financial management in schools since the finance committee is not very operational in schools. The study recommends that members of the S.D.Cs should attend staff development workshops for more than a week and not the one day they used to attend.

Parental Involvement in the Schools’ Financial Management: Issues and Challenges

Abstract The study sought to find whether the statutory requirements, which stipulate that parents must be involved in the schools’ financial management were being followed, the inclusion of heads and parents in decisionmaking in schools, and the availability of financial management skills so as to identify areas that need improvement so that proper correct measure is put in use. This was a desktop review. From the reviewed literature, it was deduced that whilst the School Development Committees (S.D.Cs) were doing school business administration, they failed to comply with the statutory requirements. It also showed that most of the S.D.C members lacked requisite knowledge and skills to carry out financial management functions effectively. The study recommends that members of the S.D.Cs should attend staff development workshops for more than a week and not on just the day they used to attend. It also recommends that there should be separation of duties in the S.D.Cs.

The Effects of Motivation on Pass Rate of Students

Abstract The study set out to investigate the effects of teacher motivation on the grade seven pass rate in Silobela West Circuit of Kwekwe District. The study was largely prompted by high failure at grade seven level in Siloela West and the effects of teacher motivation were investigated in relationship to the pass rate. The descriptive survey was used in this study. Stratified sampling was used. A sample of 10 grade seven teachers, 5 heads of schools and 5 SDC members was used in the research and the descriptive survey method was also used during the research. Research findings showed that non-monetary incentives like recognition and respect, good accommodative school climate, good school leadership and decision making structure helped to motivate teachers. The study recommends that school heads be encouraged to involve their teachers in management so that teachers may feel that they are part of the system.

Challenges Faced by Deputy Heads in Supervising Teachers in Primary Schools

Abstract The study sought to investigate challenges faced by deputy heads in supervising teachers in primary schools in Zimbabwe. Quantitative research methodology was adopted using descriptive survey design. The paradigm used in this study was positivism. The researchers strategically selected a sample of 56 primary schools. From this a sample of 28 Heads and 28 Deputy Heads was chosen. The sample comprised 168 randomly selected teachers. In this research the researchers used questionnaires, interviews and observation. These were used in order to increase validity and reliability. Primary data was collected using the questionnaire. Triangulation was employed. The study revealed that a number of deputy heads do not have the confidence of effectively carrying out their supervisory roles. Teachers in most cases by passed them. It was also observed that in most cases heads of schools did not recognise the presence of the deputy heads. The study recommends that school heads should be inducted in the manner they should treat their deputies in the schools.

Heads and Teachers as Implementers of the Curriculum in Schools

Abstract The major purpose of this research study was to find out perceptions of heads and teachers towards the implementation of the Better Environmental Science teaching (BEST) Programme in Chilimhanzi District in Zimbabwe. The study was carried out through the use of two self-administered questionnaires in the realm of the descriptive survey design. The two questionnaires, one for heads and another for teachers were concerned with providing answers to fourteen sub-problems. These questionnaires were given to a cluster random sample of twenty primary school heads and forty primary school teachers. Results from the study indicated substantive endorsements for the BEST programmes’ in-service components and a positive support of the teaching of Environmental Science topics using BEST methodology. Heads and teachers also felt the time for implementing BEST was adequate. However, both heads and teachers felt the working conditions for implementing the programme were not satisfactory. It was also felt that BEST evaluation was not being utilized effectively. It is recommended that BEST evaluation reports be made available to the schools. It is also felt that further research could utilize other research designs in order to attain fuller and deeper picture on the implementing of BEST especially in areas where results were in conclusive.

The Perceptions of Teachers towards the Effectiveness of Class-based Mentors in the Mentoring of Student Teachers on Teaching Practice

Abstract This research sought to determine the effectiveness of mentoring of student teachers on teaching practice by class-based mentors as perceived by teaching diploma holder in Binga District Primary Schools. In this research, a random sample of 30 teachers, conveniently selected from six primary schools was used as research subjects. The descriptive survey was the research method suitable for the research and a self–administered questionnaire was used as the research instrument to gather relevant data. The rate of return of the questionnaire was 100%. Data collected was presented through tables and graphs. The research study showed that while classbased mentors played a significant contribution in the professional development of student teachers on teaching practice, they lacked the necessary mentoring knowledge and skills to perform their roles with expertise particularly in the areas of joint approaches, building positive mentor-mentee relationships and assessment. It was also revealed that class-based mentors were not committed to their duties. The research recommends that class-based mentors be given the necessary orientation and training in mentoring knowledge and skills. It is also necessary to attach student teachers to teachers with less school duties so that there is adequate time for joint approaches.