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The management of the culture of teaching and learning in selected secondary schools in Bulawayo
| Content Provider | Semantic Scholar |
|---|---|
| Author | Masuku, Elisa |
| Copyright Year | 2001 |
| Abstract | This study was conducted to investigate the culture of teaching and learning in selected Secondary Schools in Zimbabwe. Itwas addressing the numerous pleas within the Ministry of Education and by other stakeholders, to review the O-level curriculum, to monitor and improve the O-level results and to reduce dropouts at that level. Effective school programmes hold school culture and climate accountable, and as the most influential factors that could facilitate the process of change. This study is a situational analysis of the culture ofteaching and learning in two selected schools in Bulawayo, Zimbabwe. The headmasters of the two schools, selected teachers and students were interviewed regarding the culture ofteaching and learning in their respective schools. The culture was revisited from as far back as the dual system of education during the colonial period in Rhodesia through post-independence in Zimbabwe in the 1980s, to the present. It was also traced from the time the sample schools were established to date. The schools are anonymous and they are referred to as Schools A and B. The situation analysis revealed that a healthy culture of teaching and learning exists in School A, but leaves room for improvement. A breakdown of this culture in school B is evident and an immediate restoration is imperative. The primary cause supported by literature review is ineffective school leadership. Other responsible factors are demotivated teachers, poor parental involvement and demoralised students. There is still hope for the culture in School B to improve because of the recent move by the government to allow schools to collect their own fees. Of course, this still leaves the main problem of leadership and uncommitted staff unresolved. Students might have a full time counsellor to meet their social needs. The study initially, states the problem and presents research questions which are answered in the study. Then the historical background of the dual education system and how it affected and still contributes to the culture of teaching and learning, follows. The methodology used Stellenbosch University http://scholar.sun.ac.za |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://scholar.sun.ac.za/bitstream/handle/10019.1/52548/masuku_management_2001.pdf;jsessionid=4C631FD4BC0BF53F7EB95DBF1F29354F?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
