Our school leadership needs! Voices of Teachers in Charge of Multigrade-satellite primary schools in Zimbabwe

Zimbabwe's Fast Track Land Reform Programme which commenced in 2000 culminated in the creation of unregistered satellite primary schools in formerly white-owned commercial farming areas. The schools are led by Teaching Heads, officially referred to as Teachers in Charge, and have low enrolment...

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Bibliographic Details
Published in:Journal of African education 2023-08, Vol.4 (2), p.231-254
Main Authors: Jakachira, Godfrey, Chingwanangwana, Bernard, Chimbunde, Pfuurai
Format: Article
Language:English
Subjects:
Analysis
Case studies
Course Descriptions
Curricula
Educational leadership
Elementary schools
Financial management
Infrastructure
Instructional Leadership
Land reform
Learning
Learning Processes
Pedagogy
Quality of education
Responsibilities
Rural areas
Rural schools
School Effectiveness
Teachers
Teaching
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Summary:Zimbabwe's Fast Track Land Reform Programme which commenced in 2000 culminated in the creation of unregistered satellite primary schools in formerly white-owned commercial farming areas. The schools are led by Teaching Heads, officially referred to as Teachers in Charge, and have low enrolment rates and multi-grade classes. The goal of this qualitative case study was to determine the school leadership needs of the Teachers in Charge. It was informed by Chang's (2001) model of barriers to effective school leadership. A purposive sample of 12 Teachers in Charge was selected from a target population of 55 in the Makonde District of Mashonaland West Province of Zimbabwe. Tesch's (1990) Interpretational Qualitative Analysis was used to analyse the data obtained from semi-structured and Focus Group Interviews. The findings show that Teachers in Charge have a variety of school leadership needs, including Multi-grade Teaching in-service training, financial management skills, administrative support staff, school leadership allowances, and adequate school resources. By attending to these needs, effective school leadership and the delivery of quality education in satellite primary schools can be fostered. The study adds a school leadership perspective to the discourse of quality education in small rural schools and invites further research to substantiate the findings. Keywords: Mother School, Multi-grade Teaching, Quality education, school leadership training, small rural school
ISSN:2633-2922
2633-2930
DOI:10.31920/2633-2930/2023/v4n2a11