A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia
Keywords: Quality Education, Perceptions, Education Standards Officers, Teaching
AbstractThis study was a comparative analysis of the perceptions of primary and secondary school teachers of lesson observation by education standards officers in Zambia. In Zambia, like elsewhere in the world, teachers are monitored and evaluated in teaching by Education Standards Officers or Quality Assurance Officers. Although the understanding of quality education is varied and sometimes obscure in its definition, indicators have been outlined in some cases, one of them being effective teaching which stem from the teachers understanding of pedagogy. A survey design was employed and eighty one (81) primary and secondary school teachers recruited from Central Province of Zambia to provide information on the study. There were thirty two (32) primary school teachers and forty nine (49) secondary school teachers of which 39, (48.1%) were male and 42, (51.9%) female. Data were analysed with the help the Statistical Package for Social Sciences (SPSS) version 16.0 to obtain frequencies, percentages and differences between the two groups of respondents in their responses. Results indicated that there were no significant differences between primary and secondary school teachers in their perceptions of lesson observations by education standards officers. Most importantly, both groups of teachers were positive in their perceptions, although a few of them were not comfortable being observed by education standards officers. Since standard officers are ideally the experts in teaching and possess a wealth of experience in pedagogy, we recommend that they provide demonstration lessons targeting teachers in schools through various platforms such as workshops, seminars and other professional forums.