Greener Journal of Educational Research

Greener Journal of  Educational Research Vol. 6(2), pp. 044-051, April 2016

 ISSN: 2276-7789 

Research Paper

Manuscript Number: 020116028

(DOI: http://doi.org/10.15580/GJER.2016.2.020116028)

 

Why Educational Practitioners Resist Staff Development Programmes_:Evidence from Binga and Hwange Districts, Zimbabwe_.

 

^*1Maposa A and ²Chisango FFT

 

¹ Senior Lecturer, Faculty of Arts and Education –Zimbabwe Open University.

²Senior Lecturer, Faculty of Agriculture –Zimbabwe Open University.

Abstarct

This paper sought to explore the reasons why teachers and support staff resist staff development programs in the Binga District of Zimbabwe. Multiple case-studies were used. Questionnaires, Face-to-face interviews and secondary sources provided the required data. The sample of 25 primary school heads; 13 secondary and High School Heads and 72 school teachers and 15 support staff revealed very interesting information. Findings pointed to disruption of school activities, unavailability of experts in some areas, lack of or poorly stocked libraries to support teachers’ research, pressure  from Public Service head-counts (personnel audits), lack of consultation of subordinates before the implementation of programs, passive roles of subordinates during staff development workshops, poor timing and lack of reviews of those staff development programmes. However, teachers generally agreed that staff development workshops somehow added to their knowledge and enhanced their skills, despite the negative attitudes towards them. The study mode recommendations are to boost the role, function and effectiveness of the staff development programs.

 

Key Words: Staff Development; Programme; Profession; Consultation; Needs Analysis; Change, Effectiveness, Preparedness, Adaptability.

Return to Content       View [Full Article - PDF]    

[Full Article - HTML]              [Full Article - EPUB]

Post-review Rundown

View/get involved, click [Post-Review Page]

References

Beach, M and Reinharts, P (1989).Supervision: Focus On Instruction. New York:Harper and RowlPublishers

 

Best, J.W. and Kahn, J.V.(1993). Research In Education. Boston, London :Allyn and Boron.

 

Bowora, L.C. and Mpofu, D.A. (1995).Managing Schools, University of Zimbabwe, Harare.

 

Chikoko, V. and Mhloyi, G.(1995).Introduction to Educational Research Methods.University of Zimbabwe.

 

Davies, I.K (1981).Instructional Techniques. New York: McGraw-Hill Book Co

 

Day, C. et al.(1990).Managing Primary Schools in The 1990s: A Professional Development Approach.Paul Chapman Publishing Ltd. London.

 

Maposa, A (2013).Rethinking Teacher Incentives Paid By Parents/ Guardians of Learners in Zimbabwe: A Labor Relations and Sociological Perspective.IOSR. Journal Of Humanities and Social Sciences.ISSN: 2279- 0845.

 

Musaazi, J.C.S. (1982). Theory and Practice of Educational Administration, The MacMillan Press Ltd. London

 

Oldroyd, D and Hall, V (1991).Managing Staff Development.  Paul Chapman Publishing Ltd. London

 

Ota, C.(1995).Staff Development in Education in Zimbabwe: Concept, Theory and Practice. Harare, REMTA.

 

Sergiovanni, T.J. and Starrat, R (1993). Supervision: Human Perspectives, McGraw-Hill, Inc. New York.

 

Chung F (1998).Basic Principles Of Administration. College Press. Harare.

 

Bishop, L.G. (1976).Staff Development and Instructional Procedures,Allyn and Bacon Inc. Boston.

 

Chivore, B.R.S. (1990).Teacher Education in Post Independent Zimbabwe, ZIMFEP, Harare.

 

Hansen, B. (1991).Needs Analysis, Houghton Miffein Boston.

 

Yorke, M (1997).Staff Development In Further Education And Higher Education. British Journal of Teacher Education Vol3(2).

 

Day, C. (1999) Developing Teachers: The Challenges Of Lifelong Education. Palmer Press. London.

 

Reynolds, D and Cuttance, P. (1992) School Effectiveness: Research, Policy and Practice. Cassell Education Limited. London.

 

Sidhu, K.S. (1984) Methodology of Research in Education: Sterling Publishers Pvt. Ltd. New Delhi.