SCHOOL OF EDUCATION

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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.
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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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    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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    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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    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.