Preparation of school administrators and its implications on their administrative performance in selected upgraded secondary schools of Lufwanyama district.
This study analysed the preparation of school administrators and its implications on their administrative performance in selected upgraded schools of Lufwanyama District of the Copperbelt Province. There are indications that a large number of secondary school administrators in Zambia experience numerous managerial challenges (Muzyamba & Changala, 2019). Kabeta (2019:18) established that ‘head teachers in Zambia are appointed based on their seniority in the Ministry and in most cases do not receive relevant training, as a result they lead and manage their schools based on trial and error’. The study was guided by the Critical Educational Administration Theory and the Human Relations Approach. Critical theorists elaborate the values and practices within schools which maintain the ideological perspectives of schools. The study revealed that most of the Headteachers in the newly upgraded schools did not receive the requisite training to enable them carry out their duties. It was seen that lack of head teacher preparation causes all manner of challenges in schools. These challenges include financial, staff personnel, community relations and curriculum challenges. This study has confirmed that the preparation of Headteachers is a vital undertaking that must not be neglected The study revealed that most new head teachers faced challenges in performing all the main tasks of school management. The challenges were related to inadequate management preparation. Majority of new administrators lacked community relations skills so as to efficiently handle parents, school community at large and relevant authorities. In general, new administrators in Lufwanyama District faced challenges in their administrative performance as a result of inadequate preparation To ensure proper preparation of Headteachers, the study recommended among other recommendations, that Headteachers training should be done at three levels namely pre-''service, in- service and on-the-job in such a way that the three modes complement each other. Various universities in Zambia should consider introducing courses at graduate level and undergraduate in School Management and not as electives. In-service training should be made mandatory, regular, and longer in duration.
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