A Description of the Perceptions of the Principals and Climates of Zambia's 'Effective' Schools

Copyright © 2014 by Dr. Simeoni W.M. Kunkhuli.

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Rev. date: 09/23/2014

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CONTENTS

ABSTRACT

ACKNOWLEDGEMENTS

LIST OF TABLES

LIST OF APPENDICES

CHAPTER 1 INTRODUCTION

Background Information to School Improvement in Zambia

Another Approach to School Improvement

Statement of the Problem

Purposes

Research Questions

Significance of the Study

Assumptions

Limitations of the Study

Definitions of Terms

Organization of the Remaining Chapters

CHAPTER II REVIEW OF THE LITERATURE

A Review on American School Improvement

School Improvement: a Global Perspective

Australia, the State of Victoria

England and Wales

Canada

The Headmaster (Principal) as an Instructional Leader

Contrasting Perspectives About Headteachers (Principals)

School Climate as a Factor of School Improvement

Summary

CHAPTER III THE METHOD

Conceptual Framework

Instrumentation

A. The Organization Climate Description Questionnaire (OCDQ)

Table 1: Characteristics of Effective Schools

The Interview Schedule

Table 2: Number of Teachers Interviewed

Pilot Testing

Sample and Sampling Design

A Description of the Schools Visited

Table 3: Description of Secondary Schools Visited

The Study

Subjects

Table 4: Total Biography for Schools’ Respondents

Analysis of Data

CHAPTER IV FINDINGS

Introduction

Mean Ratings in the OCDQ Dimensions

I. Perceptions of Instructional Leadership and Management Characteristics

David Kaunda Secondary School

Table 5: Responses of Teachers’ Perceptions of Aloofness Behaviour of Headteachers

Table 6: Responses of Teachers’ Perceptions of Production Emphasis Behaviour of Headteachers

Table 7: Responses of Teachers’ Perceptions of Thrust Behaviour of Headteachers

Table 8: Responses of Teachers’ Perceptions of Consideration Behaviour of Headteachers

Libala Secondary School

Chipembi Secondary School

St. Mary’s Secondary School

Mindolo Secondary School

Summary on Perceptions of Instructional Leadership And Management Characteristics

II: Perceptions of Schools’ Climates

David Kaunda Secondary School

Table 9: Responses of Teachers’ Perceptions of Disengagement Behaviour among Teachers

Table 10: Responses of Teachers’ Perceptions of Hindrance Behaviour among Teachers

Table 11: Responses of Teachers’ Perceptions of Esprit Behaviour among Teachers

Table 12: Responses of Teachers’ Perceptions of Intimacy Behaviour among Teachers

Libala Secondary School

Chipembi Secondary School

St. Mary’s Secondary School

Mindolo Secondary School

Summary

The Interview Data

Libala Secondary School

David Kaunda Secondary School

St. Mary’s Secondary School

Chipembi Secondary School

Mindolo Secondary School

Summary

CHAPTER V SUMMARY, DISCUSSIONS AND RECOMMENDATIONS

Findings

1. Instructional Leadership/Management Characteristics Existing in the Sample Schools

David Kaunda Secondary School

Libala Secondary School

Chipembi Secondary School

St. Mary’s Secondary School

Mindolo Secondary School

II. The School Climates Existing in the Sample Schools

David Kaunda Secondary School

Libala Secondary School

Chipembi Secondary School

St. Mary’s Secondary School

Mindolo Secondary School

An Overview of the Schools’ Study Data

A. The Leadership and Administrative Practices

B. The School’s Organizational Climate

General Discussions

Possible Barriers Constraining School Leaders From Exercising Strong Instructional Leadership

Necessary Conditions For School Improvement

Steps to Enhance School Leaders’ Administrative Practices

Conclusion, Implications For Practice And Future Perspectives For School Leaders’ Development.

Recommendations For School Practitioners

Policy Related Recommendations

Possible Areas For Further Research

BIBLIOGRAPHY

LIST OF TABLES

One Characteristics of Effective Schools

Two Number of Teachers Interviewed

Three Description of Secondary Schools visited

Four Total Biography for Schools’ Respondents

Five Responses of Teachers’ Perceptions of Aloofness Behavior of Headteachers

Six Responses of Teachers’ Perceptions of Production Emphasis Behavior of Headteachers

Seven Responses of Teachers’ Perceptions of Thrust Behavior of Headteachers

Eight Responses of Teachers’ Perceptions of Consideration Behavior of Headteachers

Nine Responses of Teachers’ Perceptions of Disengagement Behavior Among Teachers

Ten Responses of Teachers’ Perceptions of Hindrance Behavior Among Teachers

Eleven Responses of Teachers’ Perceptions of Esprit Behavior Among Headteachers

Twelve Responses of Teachers’ Perceptions of Intimacy Behavior Among Headteachers

LIST OF APPENDICES

A. Organizational Climate Descriptive Questionnaire (OCDQ)

B. Interview Schedule Adapted from the New York City Comprehensive School Improvement Questionnaire (1985)

C. Letter of Authorization to Use Questionnaire

D. Letter of Request to Visit Schools

E. Letter of Authorization to visit the Schools (from the Permanent Secretary)

F. Letter of Authorization to visit the Schools (from the Chief Educational Officer)

G. Letter from one PTA Chairman

H. Model Guidelines for Teachers

I. A Sample of School Rules (David Kaunda Secondary School)

J. A Sample of School Rules (Mindolo Secondary School)

K. A Sample on School Cleanliness and Order

L. A Sample on School Cleanliness and Order

M. A Sample on School Cleanliness and Order

ABSTRACT

A DESCRIPTION OF THE PERCEPTIONS OF THE PRINCIPALS

AND CLIMATES OF ZAMBIA’S EFFECTIVE SCHOOLS

This study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested.

The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools.

The study further suggests some ways of improving leadership and administrative practices for schools not identified as effective in the country; it offers guidelines for further studies; and makes recommendations for future appraisal of schools’ leadership and administrative practices and school climate.

Halpin and Croft (1962) Organizational Climate Description Questionnaire (OCDQ) and an interview schedule were used in the collection of data. Headteachers, their deputy head-teachers, subject heads and some selected teachers were the subjects.

Data analysis consisted of content analysis of the interview responses and item analysis of the questionnaire responses.

The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested: disengagement, hinderance, esprit, intimacy, aloofness, production emphasis, thrust and consideration. However, some schools were perceived well in production emphasis and thrust dimensions. Most of the schools scored in the sometimes rating in the rest of the dimensions. The interview data have been used to account for the quantitative data.

Overall, the study is significant because:

(a) It attempts to respond to some of the questions that educators and educational administrators may have regarding school improvement, particularly how headteachers (principals) in successful schools run their schools.

(b) It provides some insights into how schools as social organizations are interwoven among principals, staff, students, central administration, and the communities they serve; and,

(c) It may be used not only as a starting point for further studies, but may also be a source for leadership and management staff development programmes.

ACKNOWLEDGEMENTS

The writer feels deeply indebted to the following:

The University of Zambia for granting me study leave and Senior Research Fellowship. I further thank you to the University of Zambia for the extension of the study period, and for paying airfares for my family to join me.

Professor A. Harry Passow, my sponsor and advisor, for his unfailing support, encouragement and guidance throughout my study and the dissertation write-up.

Professor Gary A. Natriello, a committee member, for his timely constructive and professional criticisms and suggestions while writing this report.

Professor Frances S. Bolin and Professor Lin Goodwin for having accepted to serve on the examining committee at short notice.

Macmillan Company Limited for allowing me to use their Organisational Climate Descriptive Questionnaire instrument.

Teachers College President, the International Students Advisor, Mrs. Sue Nanka-Bruce, and Teachers College Community for their very humane support and encouragement (both moral and material) during one of my family’s hardest trying moments when our son passed away in an auto accident. The concern and care accorded to my family was as good as having been at home (Zambia). I am also grateful to Teachers College as an Institution for the financial help to my family from time to time when the need arose. Without their generous help, may be a different chapter could have been written.

The Ministry of Education and Culture (Zambia) for permitting me to visit the schools for the study and for their guidance.

Headteachers (principals), deputy headteachers, and teachers of the schools visited and friends for the help rendered to me in one form and the other.

Corpus Christ Church for the community fellowships, prayers and continued support. Special gratitude goes to Corpus Christ Parish School for their help in educating our three children: Daniel, Winfrida and Yvonne at very minimal costs.

Professors and colleagues at the University of British Columbia, Vancouver, Canada, during the 1983-1985 academic years; the Catholic and Maranatha Christian Church members are all gratefully remembered.

Lastly, but not least, I remain eternally indebted to my family: my wife Margaret Towela Dongo Mbewe; to my children: Catherine Misozi Mbewe, Martin Cisengu Mbewe, Daniel Vimphasa Mbewe, Winfrida Maria Mbewe, Yvonne Lomvila Mbewe and to our late beloved son Pio Mbewe who did not live to see the end product of why we had travelled so far away from Zambia to Teachers College, Columbia University, New York City. May his soul rest in peace.

In all aspects, I am indebted to my family for their patience, understanding, care and love we have shared during this hectic but most rewarding experience to our lives. Appreciation should also be made to my mother, Melania Mwapuchi Mbewe for her good understanding and prayers for us while we have been away from her at a time she was supposed to be taken custody by us in her ailing old age.

God is merciful, kind, caring, great and loving.

CHAPTER 1

INTRODUCTION

Education has increasingly become a central focus of attention in recent years. It is not surprising therefore, that the more developed and the less developed nations of the world face educational issues which center on relevance, organization, and structuring of schools (Ogunsola, 1975; National Commission on Excellence in Education, 1984; Passow, 1984; Ministry of Education and Culture, Zambia, 1977).

Many nations, developed or developing, confront an increasing concern for the creation of more effective and responsive schools in their overall national developments (Lieberman, 1984; Passow, 1984; Ministry of Education and Culture, Zambia, 1977; Tomkins, 1977). It is in cognizance of similar situations that a study of Zambia’s successful schools was planned. In the Zambian case, the means for realizing successful schools has been controversial even though unusually successful schools have been in existence for many decades (Mwanakatwe, 1968).

Background Information to School Improvement in Zambia

Zambia, then Northern Rhodesia, attained its political independence from the British rule on October 24th, 1964. Zambia was under the British influence through the British South Africa Company since 1890 (Snelson, 1974).

Zambia’s 1977 Educational Reforms, the first of their type were supposed to be implemented gradually and according to the availability of resources. The Draft statement of the Reforms which had started in May, 1974, was published in March, 1976. The discussions involved every section of the nation. Contributions were received from individual teachers, students, members of staff from the University of Zambia, staff of teachers’ and church organizations, voluntary organizations, trade unions, mining companies, foreign missions, and so on (Ministry of Education and Culture, Zambia, 1977). Other countries were also visited by Four Study Tour Groups to study their educational systems: Botswana, China, Cuba, Ghana, Guyana, Nigeria, Tanzania; the Commonwealth countries in the Caribbean and the United Kingdom; Switzerland, France and Italy. However, the United States of America was not included (and reasons have not been given).

Why did Zambia decide to undertake educational reforms? Zambia, like many other African countries that were under the British rule had inherited the British educational system perceived by Zambians as perpetuating British interests, values and goals more than it did for the Zambians (Mwanakatwe, 1968). The inadequacies of the then Northern Rhodesia educational systems were not well realized, and even if the educational inadequacies discussed below were identified, the social political system of the time did not provide any avenues to alter the situation.

At the time of political independence in 1964, Zambia had multiple problems. The problems were not unique to Zambia alone but common to many other African countries. Some of these problems included the scarcity of skilled