https://cris.library.msu.ac.zw//handle/11408/7058 2026-05-17T02:33:04Z https://cris.library.msu.ac.zw//handle/11408/7066 Title: The effects of deviant behaviours on the academic performance of students in technical colleges: A case of Harare Polytechnic Authors: Chiromo, Shingirai Abstract: This study focused on the effects of deviant behaviors on academic performance of students in technical colleges, in this case Harare Polytechnic. Three research objectives which the study wanted to achieve were to investigate the prevalence of deviant behaviors in college students, to find out the factors that cause the occurrence of deviant behaviors and to establish intervention strategies that can be used to overcome deviant behaviors at Harare Polytechnic. The study used a mixed methods research approach that comprised of quantitative and qualitative research approaches. A survey was used to gather quantitative data whilst a case study was used to collect qualitative data. The population in this study was composed of fifty lecturers, twenty-five non- lecturing staff and twenty-five students. The sample for the study comprised of ten lecturers, four non-lecturing staff and ten students. The major findings for the study were, most respondents said deviant behaviours are rampant at Harare Polytechnic, lack of monitoring and supervision exacerbates deviant behaviours, poverty and poor family backgrounds contribute greatly and as well as peer pressure play a major role in deviancy. The major conclusions were that deviant behaviours are high at Harare Polytechnic, whose forms are prostitution, stealing, drug and alcohol abuse, that poverty and poor family backgrounds are causative to different unwanted behaviours, that poor monitoring and supervision results in uncontrollable behaviours at college, and that peer pressure increases the occurrence of deviant behaviours in college students at Harare Polytechnic, resulting in poor academic performances. The major recommendations were that Harare Polytechnic administration should prioritize funding behaviour change programmes through social clubs by partnering with different stakeholders to lower down the levels of misbehaving, that college authorities must devise and put in place more strict measures of ensuring that students abide by the set college rules and regulations to ensure that students refrain from misbehaving, that Ministry should employ such professionals as social workers, psychologists, counselors to provide the psychosocial support and guidance that is needed by students, that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development fund vulnerable students by providing loans and grants, so that they are not influenced to misbehave to make ends meet. 2020-01-01T00:00:00Z Chiromo, Shingirai https://cris.library.msu.ac.zw//handle/11408/7064 Title: Challenges hindering the full implementation of ICT teaching and learning in primary schools in the northern central district in Harare Authors: Todini, Loice Abstract: The research sought to assess the Challenges hindering the full implementation of ICT teaching and learning in Primary schools in the Northern Central District in Harare. The study was confined to Northern Central District primary schools. The research participants were the learners, heads and teachers who were selected through purposive sampling. The study was conducted because primary school teachers and school heads were not effectively implementing ICT in the teaching and learning process. This was seen to have a negative impact on the teaching and learning process in Primary schools in the District. The study was a qualitative research which was carried out through in-depth interviews with both school heads and teachers and also focus group discussions with the learners. The study found out that schools in Northern Central District of Harare faced several challenges which include; teachers’ failure to use modern technology, lack of confidence on how to operate ICTs, resistance to change, technophobia and also limited ICTs in schools. The suggested solutions include: upgrading ICT facilities, training of tutors in the use of ICT, improving technical support and also improve electricity back up.The study concluded that ICT teaching has not yet been fully implemented in most of the Primary schools in the Northern Central District in Harare. The study therefore recommended that ICTs should be available in Primary schools, teachers should receive proper and adequate training on how to use ICT in the teaching and learning process and teachers should be encouraged to embrace technology and learn new skills in the teaching and learning process. 2021-01-01T00:00:00Z Todini, Loice https://cris.library.msu.ac.zw//handle/11408/7062 Title: Challenges faced by principals in the implementation of instructional leadership in technical vocational colleges in Harare Authors: Musengeyi, Chiedza Annie Abstract: This study placed its focus on the challenges faced by principals in the implementation of Instructional Leadership in technical-vocational colleges in Harare. The problem was that the implementation of instructional leadership in Zimbabwe has not been effective as the desired results in the education sector are yet to be realized. There are many assumed challenges hindering its operation. This study therefore sought to investigate the challenges faced by principals in the implementation of instructional leadership in Technical Vocational Colleges in Harare. This study also looked at possible ways to redeem these challenges. Instruments used to collect data in this study were questionnaires and interviews. The research incorporated descriptive survey as well as case study approach that covered the entire Harare Technical Vocational Colleges. A population sample of Technical Vocational Colleges in Harare was stratified and a sample size of sixty one (61) was adopted and structured questionnaire and semi structured interviews were adopted as research instruments of this study. The research answered five (5) research questions and it was concluded that, there were challenges faced by principals in the implementation of instructional leadership in technical vocational colleges in Harare. Recommendations were made at the end of the study. 2020-01-01T00:00:00Z Musengeyi, Chiedza Annie https://cris.library.msu.ac.zw//handle/11408/7061 Title: An Assessment on the Supervision of Teachers’ Performance in Selected Primary Schools of Mberengwa District, Zimbabwe Authors: Zhou, Zamai Abstract: The purpose of the study was to assess the supervision of teachers’ performance in the selected primary schools of Mberengwa District in Zimbabwe. The study was to assess the effects of the head teachers’ classroom visits where they observed lessons, examined suitability of teaching aids and gave demonstration lessons. It was also to assess the effects of checking of the teachers’ professional records, pupils’ exercise books and how the feedback is given. The study was to establish the challenges encountered during the process of supervision of teachers’ performance and provide strategies to improve the supervision process. The study employed the case study designs. Data were collected using questionnaires and interviews for head teachers and teachers. Three schools were selected from the five schools of Mudavanhu Cluster in Mberengwa District. The researcher’s school was used for pilot study. Purposive sampling was used to sample 9 teachers from the 3 selected primary schools. All the 3 head teachers from the selected schools participated. Collected data were analysed both qualitatively and quantitatively. The study findings showed that the majority of teachers strongly agreed that head teachers often make classroom visits to check on teaching and learning sessions which means that supervision actually takes place in the primary schools. Most teachers strongly agreed that head teachers conducted lesson observations, examined suitability of teaching aids and gave demonstration lessons. Head teachers checked teachers’ professional records, pupils’ exercise books and gave feedback. Challenges are encountered during the supervision process as asserted by some head teachers and teachers. Therefore, the study concluded that regular classroom visits by the head teacher helps the teacher to develop professionally as the difficulties would be quickly identified and immediately solved by the head teacher. It also concluded that checking of teachers’ professional records and pupils’ exercise books make the task of monitoring the curriculum implementation by the head teacher easy as the record books provide evidence of the syllabus coverage, content delivery and teaching strategies. Demonstration lessons by the head teachers help teachers to evaluate their methodology which will enhance their performance. Feedback by the head teacher is crucial in supervision as teachers become aware of their strengths and weaknesses. Based on the study findings, the researcher recommended that the government through the Ministry of Primary and Secondary Education come up with a supervision guide that will ensure proper and constant supervision of teachers’ performance. Workshops should be conducted to make teachers become aware of the importance of supervision of teachers’ performance. The government through the Ministry of Education should come up with training programmes on effective supervisory skills for head teachers. The researcher suggested that a similar study be carried out in other clusters in the district to compare the findings 2020-01-01T00:00:00Z Zhou, Zamai