Primary schools’ efforts to raise learners’ performance in Kwekwe, Zimbabwe.

Abstract

The aim of the study was to explore primary school’s efforts to raise learners’ academic performance in Kwekwe district, Zimbabwe. It centred on the efforts by teachers in three primary schools to raise their learners’ academic performance against the backdrop of results-based management (RBM) and a new curriculum (introduced progressively since 2017). The results based management approach in education sector seeks to improve service delivery and produce credible learner academic performance results. These efforts were found to be spearheaded by individual teachers in consultation with school management and they became the unit of analysis. Expectancy theory of Motivation, Factor theory of Motivators and Performance Improvement theory were theories providing a framework to understand teachers’ efforts. Curriculum Change Management theory informed teachers’ behaviour in curriculum implementation. An interpretive research paradigm using a qualitative approach was employed. A multi-case study was undertaken, using semi- structured interviews, observations and document reviews. Thematic content analysis was used. The findings revealed novel ideas like holiday camps, extra morning lessons and project-based learning as strategies for improving learners’ academic performance. There were also mixed feelings about RBM and a lack of ownership by teachers of the new curriculum. There was a deeply embedded results orientation to lessons as prescribed by the dictates of RBM, which led to maladaptive teaching which promoted purely instrumental rather than intrinsic educational values. The study established 5 pathways for academic performance improvement in schools. A framework of redress is proposed based on 4 avenues of justice for the schools: recognitional, procedural, distributive and compensatory.