Teacher Quality in Zimbabwe Secondary Schools

Abstract

This paper presents results from a survey of secondary school teachers in government schools, church schools, and rural day schools about teacher variables that have a positive effect on student achievement. The evidence obtained showed that: 
 (a) A significant number of teachers in Zimbabwe lack professional training, lack longer teaching experience which implies weaker practical instructional skills, and lack adequate formal schooling which is essential for raising verbal skills and subject content competence. In particular, the majority of teachers in rural day schools were under the age of 24 years, had no university education, had no professional training, and lacked experience. 
 (b) Minimal effort was being directed at school, district and regional staff development activities for secondary school teachers to raise the quality of instruction which in turn leads to higher student achievement. 
 (c) The majority of teachers indicated that the time for instruction allocated to their subjects was sufficient
 (d) Secondary school teachers have made insignificant contributions to curriculum development and innovation. A significant number of teachers reported that the national syllabi were not easy to adapt to school conditions and lacked sufficient guidelines on how to draw classroom implementation documents. 
 (e) Negligible interactions were taking place between schools and the world of work to enhance student learning and to promote transfer of knowledge to real life situations. 
 
 (f) The majority of teachers expressed great need for in-service training to upgrade their professional and academic skills