https://cris.library.msu.ac.zw//handle/11408/233 Wed, 08 Apr 2026 21:06:53 GMT 2026-04-08T21:06:53Z https://cris.library.msu.ac.zw//handle/11408/6850 Title: Intervention mechanisms for minimising teenage pregnancies among secondary school learners in Gweru, Zimbabwe Authors: Homela, Simbarashe Abstract: This study established the mechanisms that can be employed to minimise cases of teenage pregnancies among secondary school girls in Gweru District which cause adverse effects on their livelihood. Girls suffer psychologically, healthy wise, socially, drop out of school and are deprived of their economic development as a result of teenage pregnancy. This prompted this study to find possible solutions to these challenges. This research is informed by the Liberal Feminist Theory and the Ecological Systems Theory. A qualitative phenomenological design was employed with focus group discussions and interviews as data collection instruments. Ten ‘O’ Level girls and ten teachers participated in focus group discussions. Two school heads and eight parents were interviewed. This sample was derived from a population of three hundred and two from two secondary schools. The researcher used the Tesch’s open coding method of data analysis and theme identification. This study established intervention mechanisms to minimise teenage pregnancies such as having comprehensive Guidance and Counselling (G & C) specialist teachers and G & C clinics in schools. Real construction of more secondary schools to reduce the distance travelled by learners to and from school. Widening and improving access to provisions provided by safety nets such as BEAM to cater for all the girl child’s needs. The adoption of a standard uniform or dress code in schools could enhance unhu/ubuntu and the provision of comprehensive sex education in schools was also encouraged. Involvement of parents and the community through the hidden curriculum to enforce true cultural values and ethics can also reduce cases of teenage pregnancies. The early warning system and monitoring to be enforced in schools. Policy changes such as establishing foster mothers, monitoring of the internet use in schools and internet cafes, child marriages and child headed families as a result of parents leaving for greener pastures to be enforced. Youth empowerment and creation of employment can be done to minimise teenage pregnancies. This study recommends that microsystems, and the mesosystems-linkages, exosystems, as well as the macro-systems (political, ideology) should be engaged. Cooperation is needed among all stakeholders (cultural, religious or political) in order to minimise incidences of teenage pregnancies among secondary school girls. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6850 2025-01-01T00:00:00Z Homela, Simbarashe https://cris.library.msu.ac.zw//handle/11408/6845 Title: Exploring Concerns Raised by University-Based Supervisors of Post Graduate Diploma in Education (PGDE) Students on Teaching Practice (TP) Authors: Dzimiri, Wonderful; Mercy Kurebwa, D Abstract: Teaching practice (TP) is a fundamental component of teacher education and preparation. The importance of TP lies in that it brings reality to theoretical underpinnings of the practice of education. Concerns have been raised by university-based lecturers arising from supervision of Post-graduate Diploma in Education (PGDE) student's on TP. We argue that knowledge of such concerns are pertinent bases for continuous professional development of teacher education lecturers as a learning community aimed at improving the quality of student teacher development. This study sought to analyze concerns observed by university-based supervisors of PGDE students on teaching practice. Undergirded by an interpretive framework, this study employed a case study design involving university-based supervisors from two Zimbabwean universities offering the PGDE programme. Purposive sampling assisted in identification of twenty information-rich participants involved in the supervision of PGDE students on TP. Data generation techniques included in-depth interviews and document analysis. Data were analyzed using thematic analysis where themes emerged from the data. Findings revealed that most students generally did not prepare for their teaching in advance, lacked confidence, and shifted into a panic mode upon arrival of University-based supervisors. Others failed to reflect the scientific structure of a lesson in their lesson plan and lesson delivery. Others taught without media, and if they had these were poorly designed. Marking of learners written work was not communicative, and at times not done. Evaluations were neither responsive to set objectives nor followed up in later planning. The study recommends that student teachers be given practice in detailed lesson planning, media selection and development, and that each student needs be provided with micro teaching experience prior to TP, coupled with clinical supervision at the onset of TP. Furthermore, there is need for a connectedness between school-based and university-based supervisors to standardize expectations. Mon, 01 Jan 2018 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6845 2018-01-01T00:00:00Z Dzimiri, Wonderful Mercy Kurebwa, D https://cris.library.msu.ac.zw//handle/11408/6844 Title: Exploring Senior Management Support in the Implementation of the Results Based Management System in Zimbabwe’s Schools Sector Authors: Jaricha, Ruth; Dzimiri, Wonderful Abstract: This article made an analysis of the involvement of senior management in the implementation of the Results Based Management System in schools. This was amid concerns from educators that they were finding it difficult to effectively and meaningfully implement the RBM System in schools. The interpretivist/constructivist research paradigm underpinned our study, hence a qualitative research approach was employed. This was a case study of two schools. The population for the study was sixty-eight (68) schools both primary and secondary with a teacher population of nine hundred and forty-nine (949) teachers. Two schools (one primary and the other secondary) were purposefully selected to participate in the study. Thus, twenty-nine (29) teachers and the two (2) school heads became the sample for the study. Included in the sample were the District Schools Inspector and the Education Inspector in the district. Data were generated through in-depth interviews, focus group discussions, observation and document analysis. As such these instruments enhanced the triangulation of the data generated. Data analysis was done concurrently with data generation. Major findings were that senior management in education, starting with the school head through to Head Office personnel, were not visible in schools and the district to assess whether the RBM System was meeting its intended objectives. Of further concern to educators was senior management’s failure to address issues of educators’ training, availability of resources, incentives and feedback which indeed were the province of senior managers. The study recommends that senior managers engage themselves in word and in action in the implementation of RBM. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6844 2019-01-01T00:00:00Z Jaricha, Ruth Dzimiri, Wonderful https://cris.library.msu.ac.zw//handle/11408/6843 Title: Undergraduate Student Teachers’ Reflections on Their Teaching Practice Experience: Challenges Encountered and Responsive Solutions Employed Authors: Dzimiri, Wonderful; Mashingaidze, Samuel S. Abstract: The study investigated undergraduate student teachers’ reflections on their teaching practice with a focus on challenges they experienced and how they reflectively responded or acted. Informed by both Experiential theory and Capital theory, the interpretive study employed a qualitative case study design. Twenty Bachelor of Education returning from their third year of teaching practice were purposively selected to represent school contexts typifying varied school contexts in Zimbabwe. Upholding ethical considerations, data were generated through interviews and focus group discussion. Thematic data analysis was used to organise data around recurring themes and their patterning constituents. Findings indicated that participants experienced challenges in respect of management of large classes, provisioning inclusive education, student indiscipline, teacher-teacher tensions and sour relations, and financial hardships. Responsive action in mitigating challenges faced evidenced reflective, experiential learning. Arguably, teacher educators should tap on student teachers’ experiences as capital input into programmes that prepare students for teaching practice. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6843 2019-01-01T00:00:00Z Dzimiri, Wonderful Mashingaidze, Samuel S.