scholarly journals Teachers' Voice in Zambia

2021 ◽  
Vol 2 (3) ◽  
pp. 388-397
Author(s):  
Jianhua Luo ◽  
Gift Muyunda
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
General Education ◽  
Development Process ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
School Teachers ◽  
Interview Guide ◽  
Development Center

Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).

scholarly journals Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Innocent Mutale Mulenga ◽  
Christine Mwanza
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Development Process ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Situational Analysis ◽  
School Teachers ◽  
Head Teachers ◽  
Embedded Design ◽  
Significant Patterns

In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

Barriers towards Teachers' Involvement in Development of Curriculum

1996 ◽  
Vol 79 (1) ◽  
pp. 113-114
Author(s):  
Lebusa A. Monyooe
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
Resource Base ◽  
Bureaucratic Control ◽  
Item Questionnaire ◽  
Alternative Method

To investigate possible barriers towards teachers' involvement in the development of curriculum, a 10-item questionnaire was administered to 82 secondary school teachers in the Umtata district in South Africa. Analysis showed teachers were handicapped by inter alia strong bureaucratic control of the curriculum by the state, weak channels of communication, lack of teachers qualified in curriculum development, and a poor resource base to facilitate change in education. Collaborative involvement by those in education was seen as an alternative method of restructuring education and resolving conflicts over curricula.

scholarly journals Teenage pregnancy in Nigeria: professional nurses and educators’ perspectives

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 31
Author(s):  
Oluwaseyi Abiodun Akpor ◽  
Gloria Thupayagale-Tshweneagae
Keyword(s):  
Secondary School ◽  
Teenage Pregnancy ◽  
Secondary School Teachers ◽  
Demographic Data ◽  
Well Being ◽  
Pregnancy Prevention ◽  
Structured Interview ◽  
Negative Consequences ◽  
School Teachers ◽  
Professional Nurses

Background: Teenage pregnancy has been regarded as a negative occurrence in recent times due to its various negative consequences on the overall wellbeing of the teenage mother and her child, the whole family system and the entire community at large. Teenage pregnancy rate is a powerful indicator of the total well-being of a population. Purpose: The aim of the study was to explore professional nurses and secondary school teachers’ own perspectives on teenage pregnancy and to ascertain the current teenage pregnancy prevention programmes within the two selected communities in Kwara and Edo states in Nigeria. Methods: The study was qualitative and contextual with an exploratory strategy. A total of 80 participants, who were professional nurses and secondary school teachers, responded to the semi-structured interview and completed a questionnaire on demographic data. Template analysis style was combined with content analysis for data analysis. Results: Our findings revealed limited teenage pregnancy prevention initiatives in the communities. The majority of the participants expressed that teenage pregnancy is a common occurrence in their communities, but it is not acceptable. More than half of the participants did not accept the usage of contraceptives by teenagers. Conclusions: The study identified a number of factors that may influence the rate of teenage pregnancy in the communities. Therefore, strategies to reduce teenage pregnancy should focus on building social capital for teenagers in communities, making information on contraception more accessible and offering programmes that empower girls in the area of sexuality.

scholarly journals Teaching Strategies for Mathematical Problem-Solving through the Lens of Secondary School Teachers

TEM Journal ◽  
2021 ◽  
pp. 743-750
Author(s):  
Afiqah Hamizah Noor Ishak ◽  
Sharifah Osman ◽  
Chiang Kok Wei ◽  
Dian Kurniati
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Thematic Analysis ◽  
Teaching Strategies ◽  
Secondary School Teachers ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Teaching Problem

Many studies have been conducted on problem-solving but only a small number of studies emphasized the strategies of teaching problem-solving. This paper explores the teaching strategies for mathematical problem-solving in a secondary school in Johor, Malaysia. It involves a qualitative study in which a semi-structured interview was conducted with mathematics teachers. Data were analyzed using a sixstep thematic analysis. The results can be viewed from three contexts of findings, namely the teaching strategies, the problems faced by teachers, and the solutions to overcome the problems. The findings revealed that there are teachers who have implemented personal teaching strategies, namely the Easy-Maths Model and the Cut-Stop-Solve Model to effectively teach mathematical problem-solving. The findings also explained some problems in teaching mathematical problem-solving, whereby students’ weaknesses in basic mathematics emerged as the main drawback. This study provides useful information to teachers on the different strategies for teaching mathematical problem-solving.

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