Regis Chireshe

Teaching as a Profession in Zimbabwe: Are Teachers Facing a Motivation Crisis?

Abstract This study sought to investigate why Zimbabwean teachers seem demotivated in teaching as a profession and how the possible challenges could be addressed. A sample of 62 (32 male, 30 female) primary school teachers on the Bachelor of Education–in–Service programme in the Faculty of Education at a University in Zimbabwe was used in this study. A self–administered questionnaire was used to collect the data. Data were analysed using descriptive statistics. The study found that both male and female teachers raised the following factors/issues and challenges: poor salaries, poor working conditions, poor accommodation, lack of respect, political harassment/victimisation, overworking, the HIV/AIDS pandemic, absence of refresher courses, teachers not trained to cater for special needs children, and incompetency in terms of technological advancement. Among other issues, these challenges have resulted in low morale, poor delivery and brain drain in the education sector. There is a need for the Zimbabwean government to restore the dignity of the teacher through respect, better salaries and improved services.

Special Needs Education In-Service Teacher Trainees' Views on Inclusive Education in Zimbabwe

Abstract The study investigated special needs education (SNE) in-service teacher trainees’ views on inclusive education in Zimbabwe. Participants were 76 SNE in-service teacher trainees (37 male, 39 female) from Great Zimbabwe University’s Faculty of Education. A questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. There were no significant differences between male and female SNE in-service teacher trainees’ views on inclusive education. The trainees believed that the present Zimbabwean curriculum did not meet the needs of SNE children, inclusive education affected the teaching methods used, only specialist teachers could handle included children and that regular class teachers could not easily adapt their teaching programmes to accommodate included children. The trainees also believed that Zimbabwe was not ready for inclusive education and that parents of children without disabilities resented inclusion. Recommendations on the improvement of inclusive education in Zimbabwe especially in teacher training were made

The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions

Abstract The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.

Ef fective and Ineffective Lecturers: University Students' Perspective in Zimbabwe

Abstract The study investigated university students’ perspective on effective and ineffective lecturers. A qualitative survey design was used. A letter questionnaire was used to collect the data. Seventy- seven students participated in the study. Content analysis was used in analyzing the data. The study revealed that effective lecturers were well organized, competent, always involved students, friendly and readily available. The study found that effective lecturers were regarded as fair in their marking. The study also found that ineffective lecturers did not plan for their lectures, came late for lectures, were not knowledgeable, were not contributing to students’ seminar presentations, were intimidating students, were not involving students, were boasting about their qualifications and family and were biased in their marking. It emerged that ineffective lecturers’ marking did not highlight strengths and weaknesses of students. Recommendations were made to improve on the effectiveness of university lecturers.

Socio-demographic Factors Influencing Career Decision-making among Undergraduate Psychology Students in South Africa

Abstract The study explored the socio-demographic factors that anchor career choice among psychology students at the University of Venda in South Africa. Ex post facto research design was employed. A questionnaire was used to collect data. The chi-square and t-test were used to test differences in the data profiles. Response frequencies and corresponding percentages were calculated. Results showed that the participants attended rural-situated public schools. Most had either both parents with post secondary education or both parents with below secondary education. The majority of the participants made delayed career decisions. The participants were mainly influenced by parents, teachers and friends to choose psychology as a career. The most common method of funding was the bursary. The majority of students chose psychology after completing their secondary education. The present study needs to be replicated with a larger sample drawn from diverse academic disciplines and institutions of higher learning for generalisability of the findings.

School Counsellors' and Students' Perceptions of the Benefits of School Guidance and Counselling Services in Zimbabwean Secondary Schools

Abstract The study sought to establish the benefits of school guidance and counselling (SGC) services in Zimbabwe secondary schools as perceived by students and school counsellors. The study is a part of a larger study on an assessment of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools. The survey design was used in this study. The sample comprised of 950 participants of which three hundred and fourteen (165 males and 149 females) were school counsellors while 636 (314 boys and 322 girls) were students. Data were collected using questionnaires in this study. The SAS/SAT statistical package version 9.1 was used to analyze the data. The analysis included tabulation and computation of chi-square test, frequencies, percentages and ratios. The study found that both school counsellors and students believed that the services resulted in personal-social, career and vocational benefits. Overall, both school counsellors and students rated the Zimbabwean SGC services fairly.

Career Guidance and Counselling Provisions at a South African University: Career Advisors' Reflections

Abstract The study sought to establish the state of career guidance and counselling provisions at a South African university as reflected by the university’s career advisors. A qualitative design was employed. Three career advisors participated in an in-depth interview. Data was thematically analysed. The study revealed that the university’s career advisors’ main activities included coordinating orientation for new students, conducting career advising workshops for students, graduate deployment programmes and sometimes making high schools career guidance visits. The university had some career brouchers and Compact discs (CDs) for graduate careers. The career advisors collaborated with the Department of Education, District coordinators, principals and student counsellors. The university did not have career counselling centres, the career advisors were short staffed and under qualified. The career advisors also believed the services were not taken seriously. Implications and recommendations to improve the guidance and counselling provisions were discussed in detail in the study.

School guidance and counselling needs assessment in Zimbabwean secondary schools

Abstract This article examines the status of School Guidance and Counselling (SGC) services needs assessment in Zimbabwe secondary schools as perceived by school counsellors and students. The study is part of a larger study on assessing the effectiveness of school guidance and counselling services in Zimbabwean secondary schools. A survey design based on two questionnaires (one for school counsellors and the other one for students) was undertaken with a sample of 950 participants (314 school counsellors and 636 students). The SAS statistical package version 9.1 was used to analyze the data. The analysis included tabulation and computation of chi-square test, frequencies, percentages and ratios. The study revealed that there were significant differences in the rating of the frequency of assessing the needs of students, teachers and parents among school counsellors and students. Both school counsellors and students viewed the involvement of parents substantially negatively. They both positively viewed year end results, informal student conversation and brain storming as methods used in SGC services needs assessment. Recommendations and conclusions were made in this study.

Sources and Levels of Stress among Mainstream and Special Needs Education Teachers in Mutare Urban in Zimbabwe

Abstract This study attempted to identify, describe and compare the sources and levels of stress as well as the coping strategies among teachers in four mainstream schools (n=40; males=20; females=20) and three Special Needs Education schools (n=40; males=20=; females=20) in the Mutare Urban district of Education in Eastern Zimbabwe. The seven schools were conveniently selected. A comparative survey design was used. The respondents were requested to complete a stress diagnostic questionnaire. Respondents were also asked to report on how they coped with stress and what system changes in the Ministry of Education, Sport, Arts and Culture in Zimbabwe could prevent or ameliorate their stress. Cross tabulations were used. The study revealed that both groups of teachers were stressed by perceived lack of government support, lack of resources and heavy workload, and time spent on individual pupils for those in Special Needs Education. Stress levels for the teachers were in general elevated but those of women both in the mainstream and in Special Needs Education were more elevated than those of their male counterparts. Main stress management methods included sharing problems with colleagues, physical exercise, cheering with family and friends. Suggested system-wide improvements to reduce stress included provision of more resources, reduction of class size and better remuneration.

Peer Counselling in Zimbabwean Secondary Schools

Abstract The study sought to establish the status of peer counselling in some Zimbabwean secondary schools as perceived by school teachers. A qualitative design was used. An open-ended questionnaire was completed by 26 secondary school teachers who were then enrolled for a Bachelor’s degree in secondary education at a state university in Zimbabwe. Data were thematically analysed. The results revealed that most of the secondary schools from which the respondents came from, did not have peer counsellors. Some participants mentioned peer counsellors in the form of peer educators from HIV and AIDS related organisations or Non Governmental Organisations who sometimes visited secondary schools. The few teachers whose schools had peer counsellors revealed that the peer counsellors were selected on the basis of their good characters. The peer counsellors were involved in HIV and AIDS and related issues such as unwanted pregnancy, sexual abuse, drug abuse, problem solving and overcoming peer pressure. They entertained other students through dramas, poems and presentations. Although the peer counsellors had some HIV and AIDS training, they were reported to be lacking in peer helping training. The peer counsellors faced challenges including peer counselling underrating, resistance and discouragement from other students, lack of faith by other students and shortage of time. The teachers wished the peer counsellors could receive training in managing depression, study and listening skills, ethical issues and managing disputes among students. Recommendations were made.