Importance of Instructional Supervision in the Performance Lag Address Program (PLAP): A Comparative Study of Former Group A (SI) and Former Group B (S2) Secondary Schools in Mutare Urban, Zimbabwe | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 9

The Ministry of Primary and Secondary Education in Zimbabwe launched the Performance Lag Address Program (PLAP) in October 2012 in Manicaland Province after realizing the underachievement of students at both primary and secondary schools which was caused by the socio-economic meltdown from 2006 to 2008. The PLAP program aims to improve the achievement of primary and secondary students by revisiting the syllabus and targeting concepts that have proven persistently difficult for pupils to catch up on with the overall aim of teaching from the last point of success. The study sought to determine instructional supervision of the Performance Lag Address Program (PLAP) at the secondary school level. Two schools participated in the study (one from former group A (S1) and the other from former group B (S2) schools). A total of 100 volunteer teachers (fifty from each school type) participated. A questionnaire with closed and open questions was used. Data was analyzed using a chi-square for independence while open-ended questions showing similar themes were grouped together. During the study, teachers agreed that all students can learn implying that given the right environment, all students can achieve to the best of their ability. The results show significant differences by school type on vision, curriculum modifications, staff development classroom supervision by HODs and head teachers. Teacher comments indicate that head-teachers do not supervise classes and there is little staff development. No differences were found in collaborative work and resources but teacher comments indicated that there are no teacher teams in the same subject areas or different subjects. All the findings indicated that not much effort is being put into the Performance Lag Address program in terms of instructional supervision at the secondary school level. Henceforth, the effort of all participants involved in the supervisory process is important. Peer coaching, wherein teachers work collaboratively in small teams to improve instruction is recommended.

 

Author (s) Details

 

Elliott Nkoma
Department of Psychology, Faculty of Social Sciences, Great Zimbabwe University, P.O Box 1235, Masvingo, Zimbabwe.

Courage Tipedze
Department of Psychology, Faculty of Social Sciences, Great Zimbabwe University, P.O Box 1235, Masvingo, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/3050