School Development Committees Research Articles

Information and Communication Technology Usage in School Management: A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe

Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions.

Developmental Challenges Faced by Adolescent Orphans and Vulnerable Children in Chimanimani District in Manicaland Province, Zimbabwe

Background: African communities established strong family support systems because they considered children as the future of their civilizations and an essential component of humankind. The family structure in Zimbabwe has changed as a result of the severe effects of pandemic diseases and the country’s economic collapse from 2009 to 2022. In Zimbabwe, children were often expected to be cared for by adults and community members closest to their immediate family. The inquiry is based on Bronfenbrenner’s ecological theory. Aims: The study investigated the psychosocial consequences of poverty on rural Zimbabwean learners from child-headed households who are lagging behind in their learning. The study also target to generate recommendations based on the research findings. Sample: Through purposive sampling, a sample of 32 research participants comprising 16 learners, eight teachers, four school administrators and four members of the School Development Committees was selected. The sample members were in one way or the other connected to the issues regarding the challenges experienced by secondary school learners from child-headed families. Methods: The study was qualitative in nature. The phenomenological research design, which was couched in an interpretive research paradigm, was employed. Data was collected using in-depth interviews, focus group discussions and document analysis. Results: It emerged from the study that learners from child-headed homes found it exceedingly difficult to support their daily needs. Children in such homes lack a sense of childhood security and are subjected to emotional, social, and psychological stress. The majority of learners’ obligations are handled at home, putting them vulnerable to social isolation, poverty, and the formation of an atmosphere that does not support academic brilliance. Conclusion: In light of the research findings, it was concluded that communities, instructors, and peers be mindful of treating learners from child-headed households with dignity because they are human beings and resources for the nation. They should avoid cultural perspectives that increase marginalization and segregation of these learners.

Impacts of School Development Committees in Addressing Challenges in Mudzi District of Mashonaland East Province of Zimbabwe

Impacts of School Development Committees in Addressing Challenges in Mudzi District of Mashonaland East Province of Zimbabwe

Factors that led to Schools having different pass rates at Grade Seven Public Examinations level in Makoni District, Zimbabwe

The study sought to investigate factors that led to different trends in pass rates in Grade Seven National Examinations in Primary Schools in Makoni District during the period 2015 to 2019. The investigation employed mixed methods research design. The target population of the study comprised all school heads and Grade Seven teachers in Primary Schools in the District. The study was conducted in twenty primary schools randomly-selected from 182 primary schools in the district. A stratified random sampling strategy was used to select participants for the study. Twenty Grade Seven teachers and twenty School Heads were randomly-selected from their respective strata to participate in the study, bringing the total sample size to forty respondents. A structured questionnaire, and Focus Group Discussions were used for data-collection. The study findings revealed that the general Grade Seven Public Examination pass rates in Primary Schools in the District ranged from: low; high, and mixed. The factors that led to schools having different pass rates for the period 2015 to 2019 included the following factors: (1) Availability of text books and reading resources/library facilities; (2) Teacher's level of commitment to duty; (3) Regular and frequent administering of revision tests to learners; and (4) Teachers' length of experience. The study recommends that: (1) Government increases the non-remuneration component of the National Budget for school development, teaching and learning resources; and (2) School Development Committees establish a textbook levy to be paid by each learner, and approved by the Secretary for Primary and Secondary Education.

THE IMPACT OF CONFLICT IN THE CHURCH: A CASE OF THE ANGLICAN DIOCESE OF MANICALAND IN ZIMBABWE

This study critically explored the impact of the conflict on the teaching and learning processes in Anglican schools through the two case studies. The researchers adopted a case study approach and used a qualitative research design. Data was collected using interviews with key informant, focus groups discussion with school development committee members, parents, students. In addition, questionnaires were also administered. The findings confirm that the both students and staff were seriously affected by the conflict and the teaching and learning processes were affected too. What the teachers and students went through during the conflict might have long term effects which the church leaders might not be aware of at the moment. The conflict is said to have been resolved but there was evidence that the institutions still have serious divisions that are hampering progress and development and need urgent attention. The conflict resulted in myriads of problems that affected the teaching and learning processes in the Anglican schools. Teachers, non-teaching staff, and students were affected in different ways. Lessons were disrupted, staff and students were intimidated and victimised. They suffered physical, psychological, cultural and structural violence. The study recommends setting up of Truth and Reconciliation Commission to deal with the damage done by this long-term conflict.

Stakeholders` Perceptions of the Factors Affecting the Teaching and Learning of Early Childhood Development Learners in Marondera Urban

This study aimed at establishing stakeholders’ perceptions of factors affecting the teaching and learning of Early Childhood Development (ECD) children in Marondera Urban, Zimbabwe. The study adopted the case study design to provide a detailed understanding of the views voiced by respondents, who included school heads, ECD teachers, and SDC members who represented the community. Questionnaires were administered on ECD teachers while school heads and SDC members were interviewed. Documents on staffing and enrolment were accessed to substantiate claims made by respondents in questionnaires and interviews. A total population of 156 respondents was of interest to this study. The researchers selected 8 primary school heads, 56 ECD teachers and 10 School Development Committee (SDC) members adding up to 74 sampled respondents selected through random sampling. Some of the major findings were that in some instances, unqualified ECD teachers were being recruited as highlighted by most respondents. Most of school heads provided appropriate supervision and guidance to ECD teachers and this positively affected the teaching and learning. Poor remuneration for ECD teachers was negatively affecting the teaching and learning of ECD learners although in some instances NGOs chipped in with some incentives to motivate the ECD teachers. Since the teacher-pupil ratio was higher than what was expected, coupled with the shortage or resources such as furniture, textbooks, workbooks, and other teaching and learning materials at school, this hindered effective teaching and learning of ECD children. The study recommended that there should be more training to ECD teachers so that they become professional personal in the teaching and learning of ECD children to avoid developmental delays. There should be workshops that have to be held at ECD centres especially on the development of ECD children mostly to the para-professional to gain experience. School heads should continue assessing, monitoring, and supervising their ECD teachers to maintain guidance and for the better development of ECD children.

Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe

The twenty-first century Art and Design education for learners with disabilities has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in special schools. This change is in sync with many educationists who view quality Art and Design education as a platform for helping learners to fully develop, including those with disabilities. Through quality Art and Design education, learners with disabilities are not only uplifted educationally but also socially, psychologically, intellectually and physically. Hence, this study assessed the provision of quality Art and Design education among physically challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe. Interpretivist paradigm, qualitative approach and case study design were adopted. Thematically analysed data were collected through semi-structured interviews, focus group discussions and document analysis. Purposively chosen sample comprised sixteen physically challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school administrators, one subject inspector, one physio-occupational therapist and three School Development Committee members. Findings reveal that active learning methodologies, low teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art and Design education to physically challenged learners at the school understudy. However, inadequacy of assistive devices, human and instructional resources, and lack of support from other stakeholders compromised the quality of Art and Design education among physically challenged Ordinary Level learners at the school. The study concluded that though the selected school encountered some constraints in providing quality Art and Design education to physically challenged learners there were noticeable good practices adopted.

Education and the Scourge of Child Marriages in Chegutu Urban and Peri-urban Clusters of Zimbabwe

This study sought to establish factors that contributed to child marriages in two Chegutu urban and peri-urban clusters of Zimbabwe. It used the mixed research method and the descriptive survey design. Five primary schools and five secondary schools were purposively sampled out of a total of forty schools in the clusters. Two hundred stakeholders were randomly selected from a population of one thousand five hundred. A questionnaire and interviews were used to collect data from selected school heads, teachers, parents, school development committee members and community leaders. The study established that poverty, socio-economic background, society’s perception of marriage, cultural values, lack of information and religion remain major drivers of child marriages. At the same time, the school curriculum did not fully address the issues of children’s rights and health education. The study recommends a radical approach to ending child marriages which may include banning religious sects and traditional practices that promote child marriages. It further recommends an improvement of the school curriculum, for it to take the issue of children’s rights and health education seriously.

Interrogating the role of parents in promoting improved science, technology, engineering and mathematics education in rural day secondary schools in Zimbabwe

Since the establishment of the School Development Committees (SDCs), Zimbabwe has seen increased participation by parents in the governance of schools. The purpose of this study is to examine the role of parents in promoting improved science, technology, engineering and mathematics (STEM) education in rural day secondary schools in Zimbabwe. Drawing on a qualitative inquiry, data were gathered by means of five interviews, five focus group discussions and document analysis of minutes of SDC meetings, schools strategic plans and school budgets. The study concludes that parental involvement helped decentralize school decision making, improved school accountability to their communities, provided the avenue for parents to question decisions, and helped accelerate infrastructural development. The study further concludes that inadequate funding in the wake of economic challenges bedevilling the country and low levels of literacy among SDC members militated against effective participation of SDC members in the governance of schools. The study recommends capacitating SDCs executive members through training, empowering them to raise funds for capital development in these schools, and clear delineation between SDC roles and the instructional roles of school principals and teachers.

Influential Factors to Financial Management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe

The study explored factors that influence financial management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe. The study was stimulated by the serious financial challenges in secondary schools as characterised by failure to follow laid down procedures, disagreements, inadequate training and lack of knowledge by both school heads and SDC members in managing finances. The interpretive paradigm and qualitative approach guided the study. A case study design was adopted and purposively sampled participants constituted five school heads, five School Development Committee chairpersons, five School Development Committee treasurers and five school bursars. Thematically analysed data was collected through semi-structured interviews and document analysis. The findings revealed that manuals and policy circulars influence the way schools formulate their budgets as they give clear steps that should be followed. It also emerged from the study that the school finance committee is responsible for drawing the school budget after consultation with other stakeholders. It was found that training of school heads, School Development Committee members and bursars influence financial management to a larger extent and there is a very strong relationship between financial management training and effectiveness of financial management in secondary schools. The study concluded that good working relationship among stakeholders and lack of knowledge by both school heads and School Development Committee members in managing school finances greatly influence the way they execute their duty of managing school finances. The study recommends further research that explores strategies that can be established for improving the way schools manage finances.

Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.

Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers’ and parents’ negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.

Influence of Auditing on Financial Performance of Secondary Schools: A Case Study of Goromonzi District; Zimbabwe

Auditing, an internal financial control with high adoption in private sector has of late received great attention of the community in Zimbabwe calling for its adoption in public institutions. This is due to poor Corporate Governance practises not only parastatals, but in public schools as misappropriation of school funds scandals rock the nation since 2008. With the wake of 2015 government schools audit exercise, the research seeks an explanation of the relationship between auditing and financial performance of Goromonzi district secondary schools. With the absence of theory to explain the relationship in Zimbabwean education sector, the research aimed to establish the frequency schools need to be audited. Quantitatively, primary data were collected using questionnaires and personal interviews directed to government appointed and parent-elected School Development Committees (SDC) members, respectively. Secondary data from existing literature complemented primary data. Chi-square tests were used to analyse data to establish relationships existing between diverse variables. Carried tests indeed validated the existence of positive positive relationship between education attained by SDC members and their comprehension of auditing. Similar results were observed between audit frequency and performance of schools measured by standards improvement. Finally the research recommended how auditing can be implemented in schools as well as various strategies which can be adopted to ensure positive financial performance of schools.

Accessing the world through promotion of a reading culture in Zimbabwe Rural Schools: the case for Mavhurazi Primary School

Successful promotion of a reading culture in rural schools requires the participation of the rural community who need more education on the importance of a library and how it is a central asset that can empower them to be productive citizens of their country. In rural Zimbabwe, there are few libraries existing in schools, creating a situation which has impacted negatively on the literacy and reading levels of the poor marginalized rural children. This paper therefore explores the collaboration and partnership of a rural community, parents, schools, local traditional leaders and international trust organizations in promoting a reading culture in schools by encouraging the community to develop an interest in books as resources that can transform their livelihoods. The author on his first visit met with important stakeholders such as School Heads, School Development Committee who are the parents’ representatives, the District Education Inspector, local Chief and several Headmen, Village Councillor, local businesspeople and health workers. Five Schools which the author identified through Mavhurazi School Head’s assistance were targeted in order to elicit response on a culture of reading. The paper will offer recommendations on the best way forward regarding use of the books by rural learners of Mudzi district, and then concludes by examining best methods to adopt to promote reading and bring about better performance in schools by learners. The promotion of rural adult literacy is another issue to be examined by this paper as well as the need to support the Primary and Secondary School Ministry’s concerted efforts to bring on board the concept of adult literacy to the poor rural folks of Mudzi district in rural Zimbabwe.

School Based Management and the Nature of Educational Development of Students: Practical Experiences of Public Schools in Sri Lanka

The main aim of this study is to investigate the experiences of School Development Committee members on education development of students in the government schools in Sri Lanka. According to School Based Management (SBM) policy regulations, the rapid development of education and best quality education are emphasized. This study is a qualitative inquiry, and multiple case study approach was used to study this research problem. The majority of teachers are not directly involved in decision-making. The parents do not have high-level expectations in educating their children. The teachers face many difficulties in improving the performance of the students. The majority of schools display poor results at the national examinations. The schools, where there are good examination results, have a big demand. The students face difficulties in participating extracurricular activities since schools do not have sufficient facilities.

Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

AbstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.

Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas

This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated through in-depth interviews with community leaders and school heads, observation as well as analysis of school documents such as minutes of SDC meetings, staff meetings, financial records, and children’s progress records. Data were transcribed and analysed manually through the cut and paste technique. The study found out that communities were involved in providing primary education through preparing children for school by providing food, school uniforms and stationery. Parents were also involved in children’s homework, as well as monitoring teacher and children’s attendance. In addition, parents were involved in preparing schools for children through providing labour and materials for constructing classrooms. Further, parents financed school budgets, and were involved in school governance. Challenges impacting community participation were centred on parents’ low standard of living, community attitude towards education, family income level, and school-community relations. Impact of community participation on teaching and learning included the following: hungry learners, narrow curriculum, unmotivated teachers, high rate of absenteeism and drop out, as well as ineffective school administration. The study recommended development and implementation of strategies for uplifting community standard of living through increasing family income levels and availability of food. The study, further recommends government policy on parent orientation on school processes and school based study sessions for parents and school children respectively. Government policies that prohibits the practice of sending away of children from school for non payment of levies should be reinforced.

The Obligation of School Development Committees in Teacher Retention in Buhera District Primary Schools in Manicaland Province, Zimbabwe

The Obligation of School Development Committees in Teacher Retention in Buhera District Primary Schools in Manicaland Province, Zimbabwe

Challenges Faced by School Heads in the Management of School Finances in Nkayi District Secondary Schools

This study sought to find out the challenges faced by school heads in the management of school finances in Nkayi District. The population comprised all the 30 secondary schools in the district. Random sampling was used to come up with a sample of ten (10) schools from where 40 respondents were purposefully selected. The study adopted the descriptive survey design and the questionnaire and interview were used as the research instruments for collecting data. The study established that most heads lacked the accounting literacy required for effective management of school finances, and that there was little or no supervision at all from the Ministry of Primary and Secondary Education finance department personnel on financial management issues. The study recommends that there should be capacity building programmes for heads of schools, deputy heads as well as members of the school development committees. The Ministry of Primary and Secondary Education should increase both announced and unannounced visits to schools to monitor the use of finances in the schools . Key words: Challenges, schools heads, secondary school, school finances, management, district.

An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress

This paper examines two education programmes in Sri Lanka: the Programme for School Improvement (PSI), which decentralises decision-making power, and the School Report Card Programme (SRCP), which was designed to provide parents and other community members with information on the characteristics and performance of their local schools. Using a difference in differences identification strategy, it finds the following results. First, the PSI programme significantly increased Math and English reading test scores among Grade 4 students, but not first language (Sinhalese or Tamil) test scores. However, PSI has had no effect on any test scores of Grade 8 students. In contrast, the SRCP had no significant impacts on any test scores in either grade, and further inquiries revealed that the SRCP was never really implemented. Second, the paper examined the impact of both programmes on teacher and school principal variables. Overall, few effects were found, and in some cases effects were found that one would associate with reduced school quality. On a more positive note, the PSI programme does appear to have led schools to form School Development Committees (SDCs), as the programme stipulates, to establish a list of school priorities and to implement projects funded through local fundraising.