https://cris.library.msu.ac.zw//handle/11408/7059 2026-06-29T09:03:41Z 2026-06-29T09:03:41Z Chitiyo Trader https://cris.library.msu.ac.zw//handle/11408/7115 2026-06-17T09:48:16Z 2020-01-01T00:00:00Z

Title: An investigation into the challenges faced by school heads in ensuring the implementation of the competence based curriculum at primary school level in Chitungwiza District in Zengeza area, Harare. Authors: Chitiyo Trader Abstract: In order for a curriculum to be successful school heads play a pivotal role in ensuring its implementation. This study sought to investigate challenges that school heads are facing in ensuring Competence Based Curriculum implementation in Chitungwiza District, Zengeza area. Qualitative research methods were adopted in this study. A sample of 10 primary school heads was randomly and purposively selected from a population of 15 schools. The sample comprised of 5 males heads and 5 female heads. The descriptive survey was used to carry out this study. Data was generated through questionnaires and interviews. The data collected was presented in the form of tables and interpreted with the support of reviewed literature. Key findings revealed that the Competence Based Curriculum is being implemented at a slow pace due to the challenges that school heads are facing in ensuring its implementation. The challenges highlighted by school heads involved in the study were mainly shortage of resources which include finance and material. Unskilled human resources, negative attitudes by teachers and work overload were also cited as other challenges that school heads are encountering in the process of ensuring Competence Based Curriculum implementation. The school heads involved in the study recommended for adequate resources to be availed to schools through relevant authorities and continuous teacher training for effective implementation of the Competence Based Curriculum.

2020-01-01T00:00:00Z Chitiyo Trader Mlambo, Tinashe https://cris.library.msu.ac.zw//handle/11408/7114 2026-06-17T09:40:57Z 2020-01-01T00:00:00Z

Title: An investigation on the attitude of instructional leaders and teachers in the implementation of competence based curriculum in Goromonzi District. Authors: Mlambo, Tinashe Abstract: The study investigated on attitudes of instructional leaders and teachers in the implementation of Competence Based Curriculum (CBC) in Goromonzi District, Mashonaland East Province. The study explored on whether instructional leaders and teachers have positive or negative attitudes towards the program. The major objectives of the study were to identify factors that influenced the introduction of the CBC, to examine the requirements of the CBC and to identify factors that enhance the implementation of the CBC. The study was anchored on the competence theory by Gross (1971) which states that successful curriculum implementation is determined by teacher competency, clarity, support from management and attitude of teachers towards curriculum change. The study utilized descriptive survey design using quantitative and qualitative methods for collecting data. Voluntary, convenience and purposive sampling techniques were used to select participants and to determine the sample size. The target population of the study comprised one hundred and fifty participants. The sample was comprised of sixteen teachers and four school heads. The instruments used to collect data were interviews, questionnaires and document analysis. The major findings of the study were that instructional leaders and teachers understand reasons for curriculum change and have a positive attitude in the implementation of CBC despite challenges they encounter. They use the available resources to deliver lessons and other curriculum programs. Instructional leaders are effectively supervising teachers and they are helping learners to acquire relevant life skills which were lacking in the old curriculum. Most teachers have basic pedagogical skills and therefore need to professionally upgrade themselves. Recommendations were that there is need for effective stakeholder support and adequate funding to rural schools which are disadvantaged. Curriculum implementers should be continuously trained to successfully execute the competence based curriculum.

2020-01-01T00:00:00Z Mlambo, Tinashe Mambeva, Patrick https://cris.library.msu.ac.zw//handle/11408/7113 2026-06-17T09:35:14Z 2020-01-01T00:00:00Z

Title: Investigating the perceived impact of the SDCs/SDAs on school development in High Glen district primary schools in Harare Authors: Mambeva, Patrick Abstract: The purpose of this research is to investigate the perceived impact of the SDCs/SDAs on school development in High Glen district primary schools in Harare. The research was motivated by poor or no meaningful development in schools supporting learning /teaching in primary schools. As such, the study has come out with four research questions, which are; what are the perceived roles of SDC/SDA in primary schools? , how does SDC/SDA promote development in primary schools on High Glen district in Harare? , in what ways can SDC/SDAs be retrogressive when it comes to school development? And how can the functioning of the SDC/SDA are enhanced in primary schools in Highglen district in Harare? The constructivist theory of learning was used to guide the research study. A number of researches and scholars were consulted over the roles of SDA/SD bodies in school development and related studies as well as the research gaps were reviewed. The study adopted interpretive research philosophy which assumes multiple truths. A case study research design was used. As such, qualitative research methods were adopted where interviews and observations were used to elicit information from the participants. The findings were analysed and presented in themes. The findings of the study revealed that SDA/SDC play crucial roles in school development. Further, it was found out that SDA/SDC bodies and similar other parent bodies are common in spear heading the development of schools promoting the creation of suitable learning environments worldwide. Thus, workshops and pre elective training courses are necessary to enhance the effectiveness of these parent bodies in resource mobilisation and utilisation. Therefore, the study recommended that policy makers should provide policies that compel the schools to provide training, workshops and set academic qualifications for a potential candidate to represent parents in these bodies of school development. Furthermore, the study recommends that school heads work hand in glove with these school development bodies so that the task of school development flows smoothly and promotes the pollination of new management ideas as the world is ever becoming sophisticated in the light of technology. The study further recommended that the school administrators be transformational leaders in order to create world class primary schools.

2020-01-01T00:00:00Z Mambeva, Patrick Nzarayebani, Rachael Chipo https://cris.library.msu.ac.zw//handle/11408/7112 2026-06-17T09:29:18Z

Title: The Roles and Challenges of the Procurement Committee in Procuring School Assets. A Case of Chitungwiza District in Harare Metropolitan Province Authors: Nzarayebani, Rachael Chipo Abstract: Effective procurement reforms play a strategic role in schools for prevention of mismanagement of resources. School procurement is crucial and it should be done effectively in order to achieve the goals of the school. Training procurement committees members effectively is a sure way that they will be able to work efficiently. Many schools have had challenges of procurement committee members who were characterised by fraud and corruption. Therefore, this study assessed the roles and challenges of the procurement committee in procuring school assets. The study drew on a purposive sample of 18 procurement committee members from the chosen five schools. Data was collected using questionnaires and interviews and was later presented in tables, pie charts and bar graphs. The results revealed that quite a number of procurement committee members lack enough knowledge on how to procure school assets, thus they need constant staff development on this aspect. Through this research it was noted that most school heads dominate the procurement processes through nepotism and corruption. They are said to take advantage of the fact that most procurement committee members are not learned of the procurement enactment. Both questionnaires and interviews uncovered that that the current economic meltdown in Zimbabwe thwarts procurement of assets since prices go up consistently. Bureaucracy was also noted to be a significant downside relating the procurement of school resources. Severe procurement laws such as imprisonment and dismissal were seen critical variables in improving moral practices in procuring school assets. The results also reveaved that procurement committee members need to be paid so that they will not swindle school finances. The study also recommended that laws that allow procurement to be done quickly before prices change when there is inflation were should be put in place.

Nzarayebani, Rachael Chipo