TEACHERS’ AND HEAD TEACHERS’ ATTITUDES TOWARDS RELIGIOUS EDUCATION SYLLABUSES 2044 AND 2046 IN SELECTED SCHOOLS OF KAPIRI-MPOSHI DISTRICT
Keywords: Attitudes, Positive, Negative, Religious Education, Syllabus
AbstractThe objectives of this study were to find out the attitudes of head teachers and teachers of RE towards RE as a school curriculum subject, and the attitudes of teachers of RE syllabus 2044 and their head teachers towards syllabus 2046 and vice versa (i.e. teachers of RE syllabus 2046 and their head teachers towards syllabus 2044). Six secondary schools in the categories of grant-aided, government or public, and private were chosen for the study in Kapiri-mposhi District of Central Province of Zambia. From each of the selected schools, the head teacher and three teachers of RE were purposively sampled for the study. Data were collected through interviews by using interview guides. The interview guides were designed in such a way that the items of discussion therein elicited responses that revealed respondents’ attitudes (feelings, opinions and views) towards RE as a school curriculum subject and towards the two senior secondary syllabuses. The data collected revealed that all teachers of RE and most head teachers had positive attitudes towards RE as a curriculum subject, though one or two head teachers regarded the subject as a second class subject. Data further revealed that the teachers of RE syllabus 2044 had negative attitudes towards syllabus 2046 while negative attitudes towards syllabus 2044 were equally found among teachers of RE syllabus 2046. The study therefore, established that the teachers of RE syllabuses 2044 and 2046 had positive attitudes towards the syllabus they taught and negative attitudes towards the other syllabus. The study therefore recommended that the Ministry of General Education (MoGE) through the Directorate of Curriculum and Standards, Curriculum Development Centre, should either merge the two syllabuses to foster professional harmony among the teachers of RE. Additionally, offices in charge of inspection or monitoring of educational standards (SESOs, head teachers, HODs and HOSs) should be proactive and ensure that the subject is competently taught in schools.