SCHOOL OF EDUCATION

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    Inclusion of learners with Albinism in mainstream Classrooms in Two Selected Secondary Schools in Lusaka District of Zambia.
    (KNU, 2020) TAVARIS, Cecilia
    This study examines the inclusion of learners with albinism in mainstream classrooms in two secondary schools in Lusaka, Zambia. Using a qualitative case study approach, data was collected through focus group and individual interviews with 28 participants, including administrators, teachers, and students with albinism. Findings indicate positive changes in attitudes towards inclusion and improved self-efficacy among teachers and administrators. However, challenges remain, including peer exclusion and misconceptions about learners with albinism. The study recommends strategies to better support the inclusion of learners with albinism, aiming to reduce challenges they face in mainstream classrooms.
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    Factors that influence holistic learning: A case study of Selected Upgraded Schools in Mumuni Zone Lusaka, Zambia.
    (KNU, 2020) NSANGWE, Mwape Juliet
    This study investigates factors influencing holistic learning in upgraded schools in Mumuni Zone, Lusaka District, Zambia. The objectives included examining instructional materials, infrastructure, and learning environments. Using a mixed-method approach, data was collected from 53 respondents, including teachers and deputy headteachers from three schools. Findings reveal that holistic learning was limited due to inadequate teaching methods, learning spaces, and pastoral care, despite a relevant curriculum. Instructional materials were scarce, and only administrative infrastructure was adequate. The study recommends increasing classroom space, improving material access, and encouraging community and private sector involvement to enhance learning environments.
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    Evaluating the participation of Learners’ Councils in management of Three Secondary Schools, Kapiri-Mposhi District in Central Province, Zambia.
    (KNU, 2020) MWEWA, Davies
    This study examines the role of School Councils in secondary school management in Kapiri-Mposhi District, Zambia, focusing on their establishment, operation, and strategies for improving participation. It involved 57 participants from three schools, including headteachers, deputy headteachers, heads of departments, school council members, and parents. Data was collected through semi-structured interviews and focus group discussions. Findings show that while school councils exist, they are underutilized due to a lack of skills among students to contribute effectively. The study recommends capacity building for council members and ensuring their input is valued in decision-making, particularly regarding school finances.
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    An Evaluation of the Implementation and Effectiveness of the Performance Appraisal System by Ministry of General Education in selected Secondary Schools in Lusaka, Zambia
    (KNU, 2020) MULESU, Sandra
    This study assessed the relevance and effectiveness of the Performance Appraisal System (PAS) in evaluating teacher performance in Lusaka, Zambia. Despite its implementation, the study found limited improvement in teacher performance, with challenges in the PAS process. The research aimed to explore the understanding of PAS among head teachers and teachers, participation in the system, and identify flaws in its application. Findings revealed that while PAS is relevant, it faces issues such as limited understanding, restricted participation, lack of feedback, and operational inefficiencies. The study recommended addressing these challenges to improve the system’s effectiveness and efficiency.
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    Effect of Peer Pressure on School going Adolescent Learners at a selected secondary school in Mongu District
    (KNU, 2020) MUMBA, Emmanuel
    This study aimed to examine the impact of peer pressure on adolescent learners at a secondary school in Mongu, Zambia. It focused on how peer pressure affects students’ behavior and academic performance. The research, using a qualitative constructivist approach, involved 30 respondents: 16 students, 6 teachers, and 8 parents. Findings revealed peer pressures such as drug and alcohol abuse, skipping classes, and engaging in risky behaviors, which negatively influenced academic performance. Suggestions to address these issues included regular engagement with school authorities, providing accurate information, and keeping students occupied. A larger, broader study was recommended for deeper insights.
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    Investigation of the implementation of School based Professional Development in selected schools in Itezhi Tezhi District of Central Province, Zambia
    (KNU, 2020) CHIBANGA, Lackson
    This study investigated the implementation of SBCPD in selected schools in ItezhiTezhi District, focusing on the low levels of its implementation. Using qualitative methods and the interpretive paradigm, data was collected from 20 schools with 239 respondents. Findings revealed that SBCPD was not fully implemented, with inconsistencies in documentation, disparities between work plans and actual activities, and challenges such as time constraints. Teachers perceived SBCPD as beneficial but emphasized the need for sufficient time, resources, and a conducive environment for full implementation. Recommendations included better program integration, strengthened monitoring, and support for facilitators to improve SBCPD implementation.
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    Professional Teacher demotivation and absenteeism: A case study of Selected Schools In Kasama District, Zambia
    (KNU, 2020) MAKUMBA, Alain Sililo
    This study examined teacher demotivation and absenteeism in Kasama District, Zambia. It explored the impact of job satisfaction, reward systems, professional training, and work conditions on teacher motivation. Using a mixed-methods approach, the study involved 50 respondents from public schools, with data collected via interviews and questionnaires. Findings revealed that poor working conditions, low salaries, delayed promotions, unfavorable policies, and negative community perceptions contributed to teacher demotivation. The study recommends improving teachers’ pay, working conditions, and introducing motivational incentives. It also suggests conducting similar research in private schools to compare the causes of demotivation and absenteeism.
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    Provision of Education to Learners with Disabilities: A Focus on the Roman Catholic Church in the Copperbelt Province
    (KNU, 2020) MULENGA, Rodah
    This study explored the provision of education to learners with disabilities by the Roman Catholic Church on the Copperbelt, Zambia. It aimed to examine the current policies, challenges, and effectiveness of the Church's special schools. Using a qualitative approach and purposive sampling, data was collected from 31 respondents, including church leaders, school heads, special education teachers, and learners. Findings revealed that the Church operates only three special schools in the region, which is insufficient given the population size. The study recommends increased government support, partnership promotion, and closer collaboration with teacher training institutions to improve educational access for disabled learners.
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    Effect of Learners with the Condition of Down Syndrome on their Academic Performance at one School and Hospital Unit in Kitwe
    (KNU, 2020) CHIDONGO, Phenny
    This study examined the effect of Down syndrome on the academic performance of learners in Kitwe District. It identified conditions such as heart problems, low vision, hearing difficulties, poor muscle tone, and social interaction issues that negatively impacted their learning. The study found that these conditions led to difficulties like poor concentration, reading challenges, and problems with posture and social interactions. To address these issues, the study recommended tailored strategies, such as medical attention, use of large print materials, physiotherapy, and engaging teaching methods. It also suggested more resources and support for learners with Down syndrome in schools.
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    Risk factors affecting the implementation of Early Childhood Education in selected Primary Schools of Lunte District, Zambia
    (KNU, 2020) CHOLA, Glastone
    This study investigated the risk factors affecting the implementation of early childhood education in primary schools in Lunte District, Zambia. Using grounded theory design, data was collected through interviews with school staff and tests for grade two pupils. Findings revealed that although early childhood education provides a strong foundation for future success, its effectiveness was limited in the studied schools due to inadequate implementation of policies. The study concluded that current policies lacked the necessary commitment for successful implementation. It recommended improved policy formulation and further research on additional challenges affecting early childhood education.
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    The Academic Performance of Students with Visual Impairment in Mathematics at M.S and M.C Colleges of Education
    (KNU, 2020) CHISULO, Barbara
    This study examined the academic performance of students with Visual Impairments in Mathematics at Colleges of Education. It investigated their academic performance, instructional approaches, and best practices for teaching them at M.C. and M.S. Colleges. The research revealed that students with visual impairments struggled academically due to the lack of sight and neglect. Instructional methods primarily relied on sight-dependent techniques, and lecturers lacked the skills to effectively teach visually impaired students. The study found that adaptive materials and Braille were not used. It recommended using touch-based teaching materials, Braille, and modifying approaches to meet individual needs.
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    Exploring Headteachers’ role in improving learner academic performance in selected Lower Primary Schools in Lusaka District, Zambia
    (KNU, 2020) CHIKUSWE, Maldwin
    This study explored the role of head teachers in improving academic performance in lower primary schools through instructional leadership in Lusaka District. It focused on one public and one private school, with 50 respondents, including head teachers, teachers, and learners. Findings revealed that 50% of teachers were unclear about the school vision, affecting performance. The private school head teacher was more hands-on in supervising teachers and providing resources, leading to better monitoring of literacy and numeracy progress. The study recommended that public school head teachers adopt practices from private schools and receive regular training in instructional leadership to improve learner outcomes.
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    Effects of Head Teachers’ Leadership styles on Learners’ Academic performance: A case of selected Public Secondary Schools in Katete District, Eastern Province
    (KNU, 2020) BANDA, Grace
    This study explored the impact of Head Teachers' Leadership styles on Learners' academic performance in selected Public Secondary Schools in Katete District, Eastern Province. The research focused on the perceptions of leadership styles, learners' performance from 2014 to 2018, and the effects of leadership on academic outcomes. Using qualitative methods, including unstructured questionnaires, semi-structured interviews, and focus group discussions, the study involved 95 participants. Findings showed that head teachers predominantly used autocratic and laissez-faire leadership styles, and academic performance was consistently poor. The study recommends adopting blended leadership styles, embracing transformational leadership, and investing in capacity-building for head teachers.