Scrutiny of Documentary Evidence of the Effectiveness of Staff Development Programmes in Zimbabwean Primary Schools: Implications for Quality Education

Authors

  • Douglas Gasva, PhD Quality Assurance Coordinator/Senior Lecturer, Mashonaland East Regional Campus, Zimbabwe Open University
  • Saziso Mukomana Lecturer; Faculty of Education; Bulawayo Regional Campus, Zimbabwe Open University

Keywords:

Document, documentary evidence, effectiveness, school staff development, quality education

Abstract

This qualitative case study was a scrutiny of documentary evidence of the effectiveness of staff development programmes in selected primary schools in Hwange District, Zimbabwe. Its population comprised of primary school heads and a sample of 5(n=5); obtained through Purposive sampling was utilised. Interviews complemented by document analysis were employed as data generation techniques. The major findings were that staff development is being implemented at the studied schools considering the presence of staff development records particularly plans and minutes. However, these records were available at some schools while others did not have them. Based on the findings, the researchers concluded that staff development at the schools is reasonably effective though their effectiveness could be enhanced through improved recording of the programmes. The researchers recommended that concerned authorities should ensure that school staff development is properly documented in a way that fostersits effectiveness and quality education.

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Published

2020-12-25 — Updated on 2021-09-09

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How to Cite

Douglas Gasva, & Saziso Mukomana. (2021). Scrutiny of Documentary Evidence of the Effectiveness of Staff Development Programmes in Zimbabwean Primary Schools: Implications for Quality Education. Sprin Journal of Arts, Humanities and Social Sciences, 1(1), 38-50. Retrieved from https://sprinpub.com/index.php/sjahss/article/view/9 (Original work published December 25, 2020)

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