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Teacher Quality in Zimbabwe Secondary Schools

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dc.contributor.author Nyagura, Levi
dc.date.accessioned 2007-03-27T10:08:46Z
dc.date.available 2007-03-27T10:08:46Z
dc.date.issued 1990-11
dc.identifier.citation Nyagura, Levi. (1990), '' Teacher Quality in Zimbabwe Secondary Schools'', Zimbabwe Journal Of Educational Research, vol. 2. no. 3, pp.211-239 en
dc.identifier.issn 1013-3445
dc.identifier.uri http://hdl.handle.net/10646/534
dc.description.abstract This paper presents results from a survey of secondary school teachers in government schools, church schools, and rural day schools about teacher variables that have a positive effect on student achievement. The evidence obtained showed that: (a) A significant number of teachers in Zimbabwe lack professional training, lack longer teaching experience which implies weaker practical instructional skills, and lack adequate formal schooling which is essential for raising verbal skills and subject content competence. In particular, the majority of teachers in rural day schools were under the age of 24 years, had no university education, had no professional training, and lacked experience. (b) Minimal effort was being directed at school, district and regional staff development activities for secondary school teachers to raise the quality of instruction which in turn leads to higher student achievement. (c) The majority of teachers indicated that the time for instruction allocated to their subjects was sufficient (d) Secondary school teachers have made insignificant contributions to curriculum development and innovation. A significant number of teachers reported that the national syllabi were not easy to adapt to school conditions and lacked sufficient guidelines on how to draw classroom implementation documents. (e) Negligible interactions were taking place between schools and the world of work to enhance student learning and to promote transfer of knowledge to real life situations. (f) The majority of teachers expressed great need for in-service training to upgrade their professional and academic skills en
dc.format.extent 5356607 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.publisher University of Zimbabwe, Human Resources Research Centre en
dc.subject teachers en
dc.subject education en
dc.subject secondary schools en
dc.subject Zimbabwe en
dc.subject professional training en
dc.title Teacher Quality in Zimbabwe Secondary Schools en
dc.type Article en


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