Perceptions of Teachers and Learners of the Effects of COVID-19 on the Teaching and Learning process in Selected Secondary Schools in Kapiri- Mposhi District, Zambia

Kabeta, Rachel; Chilinga, Givers; Sakakombe, Leonard

doi:10.47604/ajep.1721

Cited by 3 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The future growth of the student engagement with a school depends on the monitoring of the educational system (Kabeta, 2020). The present study shows that head teachers are very active in adequately monitoring the overall system of the students learning.…”

Section: Discussionmentioning

confidence: 63%

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

Islam,

Rahman,

Islam

2024

Teacher’s World: J. of Edu. and Res.

View full text Add to dashboard Cite

The active involvement of students in the educational process is of utmost importance in guaranteeing the provision of high-quality education. Headteachers have the capacity to assume a substantial role in fostering student engagement in various school activities. The primary objective of this study was to investigate the perspectives of students regarding the role of the head teacher in promoting student engagement within secondary schools in Bangladesh. The research was conducted utilizing a qualitative approach. In order to accommodate the convenience of eight schools representing eight divisions in Bangladesh, a total of eight Focus Group Discussions (FGDs) were conducted. The findings of this study indicate that the leadership exhibited by head teachers has a discernible influence on the level of student engagement. The head teachers’ leadership positions encompassed several important responsibilities, such as overseeing and assessing the academic activities and progress of students, offering guidance and motivation, fostering active participation in teaching and learning, as well as involving students in extracurricular pursuits and decision-making processes within the school context. This study also unveiled specific detrimental characteristics exhibited by head teachers that served as demotivating factors for student engagement in school activities. In order to enhance the quality of education, it has been recommended that secondary level head teachers in Bangladesh should augment the range of activities aimed at fostering student engagement within the school setting. Teacher’s World: Journal of Education and Research, 49 (1), 137-154

show abstract

Section: Discussionmentioning

confidence: 63%

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

Islam,

Rahman,

Islam

2024

Teacher’s World: J. of Edu. and Res.

View full text Add to dashboard Cite

show abstract

“…Hence, teacher's quality performance and engagement at work are also expected. Kabeta (2013), emphasized the effect of school leaders to the teacher's efficacy in the teaching and learning process in the classroom which leads to high student's performance. 2) indicators which is protecting instructional time and maintaining high visibility got an observed where teachers got more engaged on extracurricular activities and programs in school which may cause to lessen their focused on their instructional time and lessen their motivation in doing their work with compassion and persistence.…”

Section: School Heads' Instructional Leadership Behavior and Teachers...mentioning

confidence: 99%

“…When leaders support the teachers in any academic endeavor, surely teachers will be as energetic and enthusiastic in teaching, likewise, in any curricular work concerning students. Kabeta (2013) emphasized the effect of school leaders to the teacher's efficacy in the teaching and learning process in the classroom which leads to high student's performance.…”

Section: School Heads' Instructional Leadership Behavior and Teachers...mentioning

confidence: 99%

School Heads’ Instructional Leadership Behavior and Teachers’ Work Engagement in Public Elementary Schools

Jonalyn A.,

Cecilia Q.,

F. Luis

2023

IJSSHMR

View full text Add to dashboard Cite

This study focused in finding out the school head’s instructional leadership behavior and its impact to teacher’s work engagement as perceived by the teachers. Public Elementary School teachers of Tiaong II District, Division of Quezon were chosen as the respondents of the study. The adapted and modified survey questionnaire by Philip Hallinger was utilized to measure the instructional behavior of the school heads and Schaufeli and Bakker (2003), the Utretch Work Engagement Scale (UWES) was used to measure the Teachers Work Engagement in terms of Vigor, Dedication and Absorption using the Likert Scaling of 1-5. The result of the variables showed that there is a significant relationship between the Instructional Leadership Behavior and Teacher’s Work Engagement in terms of (Vigor, Dedication and Absorption). However, the results implied that school leaders with instructional leadership style manifest behavior that is expected by the teachers and make them work with energy, enthusiasm, commitment and dedication at work. Despite of this result, as for the recommendations, school heads may continue lead their teachers and do what is best for teachers and student’s welfare. Also, teachers may continue showing enthusiasm, dedication and full of commitment with their work, duties and responsibilities for their student’s development. School heads may also adopt the effective instructional leadership style and behavior to keep the teachers inspired, motivated, work with energy and dedicated with their work. However, school heads may lessen the extra-curricular and other activities and programs in the school for the teachers to continue work with energy, dedication and commitment.

show abstract

“…One of these studies has been on instructional leadership of head teachers. For instance, Kabeta (2015) carried a study on instructional leadership in public secondary school. This study found that the head teacher as an instructional leader plays a major role in providing quality education, the studies however did not look at the academic performance of the learners instead it focused on the teaching and learning process in general.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Head Teacher’s Instructional Supervision Role and Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia

Mugala,

Kabeta

2023

EMSJ

View full text Add to dashboard Cite

The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. Usually with low academic performance the teachers’ role is questioned, however, not so often is the head teachers’ role questioned. It is for this reason that this study sought to examine the influence of head teachers’ instructional supervision role on learners’ academic performance in public secondary schools in Ndola district. The study employed a descriptive survey research design which combined both qualitative and quantitative research methods. Closed and open ended questionnaires, focus group and interview guides were used to collect data from the respondents. The instruments were piloted in one secondary school in Ndola district. The findings of the study revealed that head teachers in the selected schools do carry out instructional supervision activities. The results of a correlation test carried out indicated that there was a positive relationship between the head teachers’ instructional supervision role and the academic performance of the learners. Based on the findings, this study concluded that instructional supervision by head teachers influenced or impacted positively on learners’ academic performance in public secondary schools in Ndola district. The study recommends that head teachers should be trained in curriculum and instructional supervision. This will enhance effective instructional supervision which in turn positively influences the academic performance of learners to a great extent as reveled by this study. This study recommends that further research could be done in other districts of Zambia to ascertain whether the same trend for learners’ academic performance exists.

show abstract

Perceptions of Teachers and Learners of the Effects of COVID-19 on the Teaching and Learning process in Selected Secondary Schools in Kapiri- Mposhi District, Zambia

Cited by 3 publications

References 16 publications

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

School Heads’ Instructional Leadership Behavior and Teachers’ Work Engagement in Public Elementary Schools

Head Teacher’s Instructional Supervision Role and Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia

Contact Info

Product

Resources

About