Factors and Determinants of Primary Teacher Effectiveness in Zimbabwe

Abstract

This article is part of the study carried out in Zimbabwe between 1988 and 1994. The article examines primary teacher effectiveness using such variables as supervision by school heads and education officers, availability of resources, schemes of work, lesson plans, record-keeping teaching and learning aids, classroom, management, class management, language and communication, personal qualities, and the country’s education philosophy. On the whole, it was established that the majority of primary teachers in the study were not effective in "high order skills areas." The area in which these teachers were least effective was the country’s education philosophy of Education With Production. The article concludes by giving brief recommendations.