Teacher Quality in the Zimbabwean Education System: Perceptions and expectations of School Administrators

Cuthbert Majoni and Temba Mangwiro
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Cuthbert Majoni: Zimbabwe Open University
Temba Mangwiro: Ministry of Primary and Secondary Education

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 2789-2795

Abstract: The study sought to find out the perceptions and expectations of school administrators of a high quality teacher in their schools. The study was guided by the social constructivist theory which asserts that knowledge mentally constructed and is related to the action and experiences of individuals involved in the activity. The population of 30 participants were considered for this study from ten urban primary schools in Bindura District. The purposive sampling technique was used to select the subjects 10 school heads and 10 deputy school heads. Data were gathered through open-ended questionnaires where 8 School Heads responded to questionnaires and two were interviewed and 10 Deputy Heads responded to questionnaires. Data were qualitatively and quantitatively using frequencies and bar graph to illustrate responses and qualitatively analysed using interpretive analysis to analyse the data where the researchers interpreted the texts from the open-ended guided responses. The study found out that a high quality of teacher is good in scheming and planning as well as lesson delivery and good relations with both fellow teachers and administrators. The study discovered that other crucial characteristics of a high-quality teacher in the schools were effective communication skills, timeliness, positive relationships, class delivery, and record keeping. Having the ability to employ technology within the teaching and learning process and serving as a role model. The study recommended staff development of teachers suggested teachers pursue professional development related to the integration of technology into instruction. This study also revealed that the Teacher curriculum has to be reviewed by the Ministry of Primary and Secondary Education in collaboration with Teacher’s colleges.

Date: 2024
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