Influence of Seconded Teachers on Learner and School Achievements: A Case of an Upgraded Combined Secondary School in Choma District in Zambia

  • Daniel L Mpolomoka Zambia Open University
  • Blessed Muzovu Mpasela Copperbelt University
  • Rose Chikopela Zambia Institute of Special Education
Keywords: Learner, Performance, Teacher Secondment, School, National Development


This paper details findings of a study which investigated emerging issues from teacher secondment on learner and school performance. The study used qualitative research, employing a case study research design. The sample consisted of 32 participants who were purposefully and randomly sampled. Interviews, Focus Group Discussions (FDGs) and observations were used to collect data which was analysed thematically. It was revealed that most of the teachers that taught the senior classes at the school where the study was conducted from were underqualified. In addition, the school administrators, that is, the head teacher and the deputy head teacher, were also found to have held low qualifications for their respective jobs. In terms of the learner performance, it was revealed that the learner performance both in the ECZ grade nine examinations and the end of term examinations were low. The study recommended that the Ministry of General Education should employ qualified administrators (utmost, first degree level qualification) and should be assigned to secondary or combined Schools; qualified teachers (utmost, first degree level qualification) should be deployed to teach secondary school classes in secondary or combined (secondary section) Schools; the Ministry of General Education should equip upgraded secondary or combined schools with adequate learning and teaching materials in order to improve performance.