Barriers to Geography Teachers’ Engagement with Research in Selected Secondary Schools of Serenje District in Central Zambia

Patricia Lako and Kaiko Mubita
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Patricia Lako: Department of Language and Social Sciences Education,University of Zambia
Kaiko Mubita: Department of Language and Social Sciences Education,University of Zambia

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 2, 72-78

Abstract: The purpose of this study was to establish the barriers to geography teachers’ engagement with research in selected secondary schools of Serenje district. Interviews were conducted with fourteen geography teachers, two heads of social sciences departments, and one official each from Provincial Resource Centre (PRC) and District Resource centre (DRC) respectively. Purposeful sampling was used to select the participants. Two focus group discussions were also conducted with teachers of geography. Data was analysed thematically. Findings showed that teacher engagement with research was constrained by barriers such as lack of time, lack of support from administrators, financial constraints, lack of access to relevant research literature, and societal and organizational culture. Therefore, to establish and sustain research engagements of geography teachers in the district attention is needed in the following areas: policy, job description and schedules of the teachers, school culture, libraries, and funding for research.

Date: 2021
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