The role of School Administrators and challenges faced in the implementation of the re-entry policy: A case of Central Province
type: CreativeWork
description: This study sought to find out what role school administrators played and what challenges they faced in the implementation of the re-entry policy in three schools in the Central Province of Zambia. In order to achieve the above aim and objectives, two hundred (200) respondents composed of three (3) head teachers, three (3) deputy head teachers, five (5) matrons, three (3) guidance and counseling teachers, eight-six (86) ordinary teachers, fifty (50) grade teachers and fifty (50) teachers in charge of clubs were selected by random sampling using the pick-a-lot random sampling method. Respondents composed of head teachers, deputy head teachers, matrons, guidance and counseling teachers were interviewed using an interview guide. Further, questionnaires were used to get information from all the respondents including head teachers, deputy head teachers, matrons, guidance and counseling teachers. Documentation analysis was also conducted to get information that was in form of records and minutes of meetings paying particular attention to resolutions on pregnancy cases.Both qualitative and quantitative approaches were used to analyze data using percentages tables, codes and themes. This study revealed that school administrators had a number of roles they played in the implementation of the re-entry policy. These roles include the provision of information about the existence of the re-entry policy to the general public and other stakeholders. They also informed stakeholders on how the re-entry policy could be utilized by victims of pregnancy, liaised with other stakeholders in the implementation of the re-entry policy, provided support systems for girls returning to school after cessation of pregnancy to enable them get back into school life again, devised mechanisms for following up on girls that had left school due to pregnancy and helped create conducive environments for returning girls in schools. In the area of support systems in schools, this study found that school ad…
abstract: This study sought to find out what role school administrators played and what challenges they faced in the implementation of the re-entry policy in three schools in the Central Province of Zambia. In order to achieve the above aim and objectives, two hundred (200) respondents composed of three (3) head teachers, three (3) deputy head teachers, five (5) matrons, three (3) guidance and counseling teachers, eight-six (86) ordinary teachers, fifty (50) grade teachers and fifty (50) teachers in charge of clubs were selected by random sampling using the pick-a-lot random sampling method. Respondents composed of head teachers, deputy head teachers, matrons, guidance and counseling teachers were interviewed using an interview guide. Further, questionnaires were used to get information from all the respondents including head teachers, deputy head teachers, matrons, guidance and counseling teachers. Documentation analysis was also conducted to get information that was in form of records and minutes of meetings paying particular attention to resolutions on pregnancy cases.Both qualitative and quantitative approaches were used to analyze data using percentages tables, codes and themes. This study revealed that school administrators had a number of roles they played in the implementation of the re-entry policy. These roles include the provision of information about the existence of the re-entry policy to the general public and other stakeholders. They also informed stakeholders on how the re-entry policy could be utilized by victims of pregnancy, liaised with other stakeholders in the implementation of the re-entry policy, provided support systems for girls returning to school after cessation of pregnancy to enable them get back into school life again, devised mechanisms for following up on girls that had left school due to pregnancy and helped create conducive environments for returning girls in schools. In the area of support systems in schools, this study found that school ad…
author: Changwe, Shirley Lucy
language: en
keywords: Re-entry policy, Girls' education
date published: 2015-04-20
date modified: 2026-07-27T22:05:53Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zambia