https://cris.library.msu.ac.zw//handle/11408/254 Mon, 06 Apr 2026 02:27:04 GMT 2026-04-06T02:27:04Z https://cris.library.msu.ac.zw//handle/11408/4050 Title: Cultivating change: Reflections on the changing role of the School Head in effective implementation of the Competency-Based Curriculum in Hwange Rural Primary Schools. Authors: Shoko, Donald Abstract: This study is on the role of the School Head in effective implementation of the competency-based curriculum in rural primary schools in Hwange District. Study objectives were: to explore the roles and responsibilities of school heads as curriculum leaders; to determine how school heads manage curriculum change for effective curriculum implementation; to establish resources that must be available to ensure effective curriculum implementation in schools; and to proffer strategies that can be employed for effective implementation of the new competency-based curriculum at school level in Zimbabwe. The study employed a qualitative approach. The questionnaire was the major instrument for data collection. Findings were that the School Head plays and has critical roles necessary for effective implementation of the competency-based curriculum in a school; effective implementation of the curriculum compels the School Head to establish synergies with all stakeholders; most schools have a critical staff and material resources shortages which compromises effective implementation of the curriculum and that challenges encountered in the implementation of the curriculum in schools require School Heads to be situational and premeditated in their effort to address them. The study recommends that Schools be adequately supported with human and material resources for effective implementation of the competency-based curriculum in Zimbabwe; teachers as curriculum implementers be continuously staff developed to meet the demands of the competency-based curriculum; avail funds for continuous professional development of teachers trained prior to implementation of the curriculum so as to enhance their professional competencies; further research be carried out in urban primary schools to establish opportunities and challenges encountered in the implementation of the competency-based curriculum in the entire Zimbabwean education system. Wed, 01 May 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4050 2019-05-01T00:00:00Z Shoko, Donald https://cris.library.msu.ac.zw//handle/11408/4040 Title: Cultivating change: Reflections on the changing role of the School Head in effective implementation of the Competency-Based Curriculum in Hwange Rural Primary Schools. Authors: Shoko, Donald Abstract: This study is on the role of the School Head in effective implementation of the competency-based curriculum in rural primary schools in Hwange District. Study objectives were: to explore the roles and responsibilities of school heads as curriculum leaders; to determine how school heads manage curriculum change for effective curriculum implementation; to establish resources that must be available to ensure effective curriculum implementation in schools; and to proffer strategies that can be employed for effective implementation of the new competency-based curriculum at school level in Zimbabwe. The study employed a qualitative approach. The questionnaire was the major instrument for data collection. Findings were that the School Head plays and has critical roles necessary for effective implementation of the competency-based curriculum in a school; effective implementation of the curriculum compels the School Head to establish synergies with all stakeholders; most schools have a critical staff and material resources shortages which compromises effective implementation of the curriculum and that challenges encountered in the implementation of the curriculum in schools require School Heads to be situational and premeditated in their effort to address them. The study recommends that Schools be adequately supported with human and material resources for effective implementation of the competency-based curriculum in Zimbabwe; teachers as curriculum implementers be continuously staff developed to meet the demands of the competency-based curriculum; avail funds for continuous professional development of teachers trained prior to implementation of the curriculum so as to enhance their professional competencies; further research be carried out in urban primary schools to establish opportunities and challenges encountered in the implementation of the competency-based curriculum in the entire Zimbabwean education system. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4040 2019-01-01T00:00:00Z Shoko, Donald https://cris.library.msu.ac.zw//handle/11408/4037 Title: An investigation into challenges faced by full time teaching heads in primary schools in Shurugwi district Authors: Ganda, Admore Abstract: The study sought to establish the challenges that are faced by full time teaching heads in primary schools in Shurugwi district with a view to suggest strategies that can be used to solve these challenges. Literature review indicated that heads are faced with challenges that include dual roles and time management. It also suggested that these can be solved through delegation of duties and having non teaching heads in all schools. The research was qualitative in nature so it adopted a descriptive survey. 25 primary schools were targeted. From these schools a sample size of 20% (5 school heads and 20 students) was drawn. The targeted participants were heads of schools and their classes. The schools to be involved in the study were purposively sampled for easy accessibility since schools with full time teaching heads are scattered around the whole district while learners were chosen using simple random selection. The researcher used questionnaires and interviews to collect data. The researcher administered the questionnaires and interviewed the learners. Appointments were made through telephone calls with the heads of schools. The research findings concluded that fulltime teaching heads are faced with challenges which include dual roles, time management and workload. These challenges are a result of the dual roles performed by the head. As a result these heads are failing to perform effectively and efficiently in both roles. It was also noted that learners are affected by being left unattended most of the time and this later impacts on their performance academically. Basing on these conclusions from the findings it was recommended that all schools regardless of their sizes should have non teaching heads, heads to delegate some of their duties to other staff members and heads to work extra hours in order to balance the carrying out of the dual roles. Sat, 01 Oct 2016 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4037 2016-10-01T00:00:00Z Ganda, Admore https://cris.library.msu.ac.zw//handle/11408/4034 Title: Teachers, parents and students perceptions towards government policy on abolition of corporal punishment : a case of Gweru urban Authors: Musafari, Waniwa Abstract: The study investigated the teachers, parents and pupils` perceptions towards the government`s policy on abolishing corporal punishment in Gweru urban. This study investigated the teachers, parents and pupils` perceptions towards government`s policy on abolition of corporal punishment, reasons for abolishing corporal punishment and the corporal punishment strategies that can be put in place as alternative solutions to achieve abolition. The study used both qualitative and quantitative research designs. The sample comprised of 54 pupils, 6 teachers and 3 school heads of three selected schools of Gweru urban. Teachers and school heads who were participants in this study were purposively picked and the pupils were selected using systematic random sampling. An interview guide, questionnaire and focus group discussion were used to gather data from the 66 respondents of the study. Data collected from the respondents was analysed and presented using Microsoft Excel in form of graphs, tables and prose form. It came out in the study that on the teachers, parents and pupils` perceptions towards abolition of corporal punishment; parents and parents favour the abolition of corporal punishments, pupils view corporal punishment as harsh, causing fear and pain to them. In addition, teachers are against the abolition of corporal punishment claiming that pupils will become ungovernable and children support abolition of C.P stating pointing that it violates human and children`s rights. On reasons of abolishing corporal punishment; it came out that C.P instils fear and pain on children, it makes pupils develop negative perceptions towards C.P as well as that is can cause physical and psychological damage. On the alternative strategies of abolishing C.P, it came out that counselling, redemptive discipline and deprivation of children`s needs and withdrawal of positive reinforcement can work as alternative strategies. In this study, it was recommended that; curriculum planners, various stakeholders and the school administrators should educate the pupils and their parents on the effects of corporal punishment on pupils and the ministry of education should facilitate for training school administrators and teachers on alternative ways of disciplining children without using CP. Further, school administrations should ensure that sporting activities are provided adequately to reduce elements of misconduct amongst pupils thus refraining from using corporal punishment at the same time. Fri, 01 Jan 2016 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4034 2016-01-01T00:00:00Z Musafari, Waniwa