Kurebwa mercy thesis submitted in fulfilment of the requirements for doctor of philosophy
Profiles of the rural primary school teachers in individual interviews
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- 4.3.5 The urban primary school teachers’ focus groups
- 4.3.5.1 Urban primary school teachers focus group.
- 4.3.5.2 Rural primary school teachers’ focus group.
- 4.3.6 The ZIMSEC staff.
- 4.3.7 Ministry of Education, Sport, Arts and Culture Officers
- 4.3.8 College lecturers
4.3.4 Profiles of the rural primary school teachers in individual interviewsSix teachers participated in individual rural interviews. Each school was represented by one teacher. The selection of teachers targeted those who did not participate in focus groups. The analysis of Table 4.6 below indicated that 2 teachers were male and 4 teachers were female. The teachers’ ages ranged from 34 to 40 years. All the participating teachers taught 8 to 11 subjects. Moreover, all the participating teachers had ‘O’ levels, 5 had Diplomas while 1 had a BEd. The experience of the teachers ranged from 7 to 19 years. Considering their working experience as well as both academic and professional qualifications, it would appear highly likely that the teachers were conversant with the assessment problems in the primary schools. Table 4.6 Profiles of rural teachers in the individual interviews
4.3.5 The urban primary school teachers’ focus groupsAltogether, 24 teachers participated in the focus group interviews conducted during the empirical study. Each focus group had one representative from each of the participating schools. The teachers were deliberately selected to cater for the various levels (grades) and specialist teachers. There was also a deliberate attempt to maintain gender balance. Table 4.7 Profiles of urban teachers in the first focus group
Table 4.8 Profiles of urban teachers in the second focus group
Table 4.9 Profiles of urban teachers in the third focus group
Table 4.10 Profiles of urban teachers in the fourth focus group
Table 4.11 Profiles of rural teachers in the first focus group
Table 4.12 Profiles of rural teachers in the second focus group
Table 4.13 Profiles of rural teachers in the third focus group
Table 4.14 Profiles of rural teachers in the fourth focus group
KEY: DipEd - Diploma in Education C.E - Certificate in Education ‘A’ level - Advanced level BTech - Bachelor of Technology BEd (EAPPS) - Bachelor of Educational Administration, Planning and Policy Studies MEd (EAPPS) - Masters in Educational Administration, Planning and Policy Studies BSc Psychology - Bachelor of Science in Psychology BSc Counseling - Bachelor of Science in Counseling BSc SPED - Bachelor of Science in Special Education PTL - Primary Teachers Lower J C - Junior Certificate 4.3.5.1 Urban primary school teachers focus group.An analysis of Tables 4.7, 4.8, 4.9 and 4.10 revealed that the teachers included in the four focus groups were mostly female. Only 8 teachers were male while 16 were female. This was because there were more female teachers in the schools than male teachers (see Table 4.1). The teachers’ age ranges were between 31 to 56 years. Their teaching experience ranged from 1 to 30 years. Of all the participating teachers, 4 had degrees and the rest either had a Certificate in Education or a Diploma in Education. 5 of the teachers were also pursuing further studies. 3 teachers taught one subject from Grade 3-7 while the rest of the teachers taught 10-11 subjects. One specialist teacher taught 600 pupils while the class sizes of other teachers ranged from 40-53. 4.3.5.2 Rural primary school teachers’ focus group.An analysis of tables 4.11, 4.12, 4.13, 4.14 revealed that of the rural teachers included in the focus groups, 16 were female and 8 were male. The teachers’ ages ranged from 27 to 54 years. Of all the participating teachers, 2 had degrees and 21 had Diplomas in education and 1 had a Primary Teachers Lower Certificate. All participants taught 10 to 11 subjects. The head teachers of the rural schools the researcher visited during this research indicated that they did not have any specialist teachers as yet. Appendix 9 was used to collect data considered important to the research. Table 4.15 Profiles for ZIMSEC staff.
4.3.6 The ZIMSEC staff.Two ZIMSEC staff members participated in this empirical study (see Table 4.15). An analysis of Table 4.15 revealed that the two officers interviewed were both males aged 48 and 50 respectively. One has a first degree and the other one had a master’s degree in education. Both the participating officers have been with the organisation for 6 and 8 years respectively. From the information regarding their experience, age and qualifications, theZIMSEC staff members, likely gave valid responses concerning assessment problems in the primary schools. This is because their experience coupled by their qualifications could enable them to give relevant responses. Appendix 10 was used to collect data considered to be important in this rese 4.16 Profiles for Ministry of Education, Sport, Arts and Culture officers
4.3.7 Ministry of Education, Sport, Arts and Culture OfficersAn analysis of Table 4.16 reveals that all education officers interviewed in this research were male. Their ages ranged from 57 to 61 years. 3 had first degrees in education and 1 had a first degree in mathematics and physics. Their experience in education ranged from 27 to 35 years and the number of years at present post ranged from 2 to 19 years. Considering the qualifications and experience of the Ministry of Education, Sport, Arts and Culture officers, it was likely that their responses pertaining assessment problems in the schools were valid. Appendix 11 was used to collect data considered to be important in this research. 4.3.8 College lecturersAn analysis of Table 4.17 shows that most of the Teachers college lecturers interviewed in this research were female. Their ages ranged from 36 to 50 years. Two of them had first degrees while the rest had masters degrees in different areas. Their experience range was 2-22 years. Based on their ages and level of experience, the Teachers college lecturers were likely to be aware of assessment knowledge that was imparted on their learners. Table 4.17 Profiles for College Lecturers
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