Formal Induction Practices of Grade 8 Pupils in Three Selected Secondary Schools in Mongu District of Zambia

Abstract

This study sought to examine the formal induction practices of grade 8 pupils in three selected secondary schools in Mongu District. Formal induction of grade 8 pupils in secondary schools would help to integrate them into the new environment. However, this formal induction is unstructured hence fails to meet its intended purpose adequately. A sample of 3 head teachers, 3 school guidance and counselling teachers (SGCTs), 15 grade 8 teachers and 30 grade 8 pupils were purposively drawn from three secondary schools in Mongu District. A descriptive case study design was employed for this study. Data were collected through face-face interviews with head teachers and SGCTs, an open ended questionnaire for grade 8 teachers and focus group discussion guide for grade 8 pupils. Data were analysed thematically. The study found that formal induction lacked formal structure and the participation of various stakeholders such as parents, teachers and pupils. The study further established that grade 8 pupils faced challenges on transition to secondary school due to the organisational and physical differences that existed between primary and secondary schools among them; many specialist teachers, challenging academic work, school rules and routines, bullying from older pupils, displacement from the social hierarchy, concern with making new friends and being accepted by others. In addition, the study found that the current school induction did not sufficiently guide the new pupils to cope with the academic, personal, social, physical and safety demands of their new environment. The study recommended that the Ministry of General Education (MoGE) should make formal induction of grade 8 pupils a policy to mitigate challenges on transition to secondary school.  At school level, all stakeholders should be actively involved in the induction of grade 8 pupils, including senior pupils who should be utilised to guide grade 8 pupils into the school culture.This study sought to examine the formal induction practices of grade 8 pupils in three selected secondary schools in Mongu District. Formal induction of grade 8 pupils in secondary schools would help to integrate them into the new environment. However, this formal induction is unstructured hence fails to meet its intended purpose adequately. A sample of 3 head teachers, 3 school guidance and counselling teachers (SGCTs), 15 grade 8 teachers and 30 grade 8 pupils were purposively drawn from three secondary schools in Mongu District. A descriptive case study design was employed for this study. Data were collected through face-face interviews with head teachers and SGCTs, an open ended questionnaire for grade 8 teachers and focus group discussion guide for grade 8 pupils. Data were analysed thematically. The study found that formal induction lacked formal structure and the participation of various stakeholders such as parents, teachers and pupils. The study further established that grade 8 pupils faced challenges on transition to secondary school due to the organisational and physical differences that existed between primary and secondary schools among them; many specialist teachers, challenging academic work, school rules and routines, bullying from older pupils, displacement from the social hierarchy, concern with making new friends and being accepted by others. In addition, the study found that the current school induction did not sufficiently guide the new pupils to cope with the academic, personal, social, physical and safety demands of their new environment. The study recommended that the Ministry of General Education (MoGE) should make formal induction of grade 8 pupils a policy to mitigate challenges on transition to secondary school.  At school level, all stakeholders should be actively involved in the induction of grade 8 pupils, including senior pupils who should be utilised to guide grade 8 pupils into the school culture.