Access of female primary school teachers to in-service training colleges : The case of Chongwe district
type: CreativeWork
description: This report brings out the findings of the study on how academic and professional qualifications, positively or negatively affected the social status of primary school teachers. The investigator specifically looked at the female primary school teachers who made up the larger population of the primary school teachers, and yet, were lesser represented, not only at educational management levels, but also, at retraining levels, that is, at in-service institutions. In this vein, the aim of the report was to show the extent to which the female primary school teachers were not able to access in-service training which was a vital stage of their academic and professional advancement. In order to come up with the much needed data that was to assist in high-lighting the access levels,qualitative and quantitative methods of data collection were used. The catchment area -Chongwe District, was divided into 6 (six) zones in which questionnaires and interviews were administered to a randomly sampled population of 120 female primary school teachers - 20 respondents per zone. From the collected data, the causes of the gender imbalance in the in-service teachers' colleges (with the female teachers lesser represented) have been discussed. It will be noticed that some of the causes were a making of the government, through the Ministry of Education and its functionaries. The other causes emanated from the general beliefs of the Zambian society and in particular those of the immediate communities that were visited. Others were from the peer groups, the spouses and their relatives, the financial handicap of teachers, on to ignorance and negative attitude by the female primary school teachers themselves. Having discussed the inhibiting factors on the access to in-service training of female primary school teachers, the author presented some recommendations to counter the above factors. The report brings out deliberate indications that the Ministry of Education should, from its national headq…
abstract: This report brings out the findings of the study on how academic and professional qualifications, positively or negatively affected the social status of primary school teachers. The investigator specifically looked at the female primary school teachers who made up the larger population of the primary school teachers, and yet, were lesser represented, not only at educational management levels, but also, at retraining levels, that is, at in-service institutions. In this vein, the aim of the report was to show the extent to which the female primary school teachers were not able to access in-service training which was a vital stage of their academic and professional advancement. In order to come up with the much needed data that was to assist in high-lighting the access levels,qualitative and quantitative methods of data collection were used. The catchment area -Chongwe District, was divided into 6 (six) zones in which questionnaires and interviews were administered to a randomly sampled population of 120 female primary school teachers - 20 respondents per zone. From the collected data, the causes of the gender imbalance in the in-service teachers' colleges (with the female teachers lesser represented) have been discussed. It will be noticed that some of the causes were a making of the government, through the Ministry of Education and its functionaries. The other causes emanated from the general beliefs of the Zambian society and in particular those of the immediate communities that were visited. Others were from the peer groups, the spouses and their relatives, the financial handicap of teachers, on to ignorance and negative attitude by the female primary school teachers themselves. Having discussed the inhibiting factors on the access to in-service training of female primary school teachers, the author presented some recommendations to counter the above factors. The report brings out deliberate indications that the Ministry of Education should, from its national headq…
author: Muuka, Eulerius Moonga
language: en
keywords: Teachers -- In-service training -- Chongwe, Teachers -- Training of -- Chongwe
date published: 2011-06-06
date modified: 2026-07-27T22:05:59Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zambia