CHALLENGES FACED BY PUPILS IN GOVERNMENT SCHOOLS COMPARED TO

PUPILS IN MISSION SCHOOLS: THE CASE OF BATOKA AND CHOMA SECONDARY

SCHOOLS.

A RESEARCH PROPOSAL PRESENTED TO THE SCHOOL OF EDUCATION AT

RUSANGU UNIVERSITY IN MONZE ZAMBIA IN PARTIAL FULFILMENT OF THE
COURSE INTRODUCTION TO EDUCATION RESEARCH METHODS.

PRESENTED BY

GLADYS MUNTETE

SUPERVISOR: MWEEMBA A. H.

DATE: DECEMBER, 2015.

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 TABLE OF CONTENT

CHAPTER 1
1.0 INTRODUCTION…………………………………………… 1
1.1 Background…………………………………………………...1
1.2 Statement of the problem…………………………………....2
1.3 Significance of the Study……………………………………..3
1.4 Objectives of the Study………………………………..……..3
1.5 Research Questions………………………………………..…3
1.6 Limitations of the Study……………………………………...3
1.7 Delimitation of the Study……………………………………...4
1.8 Basic assumptions…………………………………………....4
1.9 Conceptual framework……………………………………...5
1.10 Definition of terms……………………………………………..6

CHAPTER 2
2. 0 LITERATURE REVIEW…………………………………………..7-15
CHAPTER 3
3. 1 Research Methodology…………………………………………………16
3. 2 Study area………………………………………………………………..16
3. 3 Study design……………………………………………………………16
3. 4 Study population……………………………………………………….16
3. 5 Sampling procedure…………………………………………………….16
3. 6 Instruments for Data collection…………………………………………16
3. 7 Data Analysis…………………………………………………………….17
3. 8 Ethical Considerations……………………………………………………17
TIME SCHEDULE………………………………………………………….18
BUDGET ESTIMATES…………………………………………………….19
REFFERENCE………………………………………………………………20
APPENDIX i………………………………………………………………..21
APPENDIX ii………………………………………………………………..23

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 CHAPTER ONE
INTRODUCTION
This chapter will focus on the background of the study and statement of the problem. It will
also encompass the objectives as well as the study questions. Furthermore, it will highlight on
significance of the study, delimitation and its limitation. In addition, it will present definition of
the terms used.

BACKGROUND OF THE STUDY

Government schools sometimes referred to as state or public schools are run by the state.
They are quite affordable even though they are poorly funded. They are meant to save the public
society but because of lack of enough funds, many schools lack adequate resources, facilities and
teaching staff. In addition to this, the Zambian government has managed to provide adequate
schooling in the major cities but schools in rural areas are sometimes no more than a mud hut.
Children in the rural areas are often required to travel long distance to get to school in the
morning.

On the contrary, Mission schools began as part of Christian missionaries ‘efforts in Zambia
and therefore operate according to specific religious denominations and are run by a particular
churches. However, mission schools sometimes referred to as Christian schools are required to
comply with certain state or public requirements such as the curriculum. Once such requirements
are met the school will definitely qualify to receive state funding and are then accredited as part
of the state education system.

According to Draw water (2012) says “private church schools are affiliated to a Christian
denomination such as Catholics, Adventists, Baptists, Salvation Army, United Church of Zambia
and other Christian faiths.” According to her, she further said that church schools have raised the
standards of Education in Zambia. This shows that mission schools generally perform better than
public schools in country. To back up the proceeding point, Malambo (2012:12) says
“historically, formal education in Zambia originated through the work of voluntary agencies
mostly Christian missionaries. To date religious bodies make a significant contribution

3
to education provisions in Zambia through their grant – aided schools’’. This simply means that,
in as much as mission or grant- aided schools operate on church principles , the government has
also as input in providing the teaching staff and funding them just as they do with government or
state schools.

The other point concerning public or government schools is that its system of administering
education varies in degrees of traditional and progressive education Zambian traditional
education and progressive education. Zambian traditional education uses the structured approach
in the learning of factual knowledge while Christian schools make use of traditional education at
the sometime stressing the biblical approach through its curriculum. This simply means Christian
schools normally use the Word of God as a basis of whatever they do. For example, it is
culturally for all the mission schools to start a day with a word of prayer, praise and worship
which is not the case with public schools.

Unlike mission schools, public schools in Zambia are meant to provide education to all
citizens who sometimes compromise standards in terms of school fees, uniform being considered
as not to be an issue, entry requirements and so many more. As for the mission schools, they
ensure standards in everything and are strict when it comes to entry at all levels whether Junior
or secondary levels. It has been noted that performance in mission schools has continued to stand
out as compared to public schools. The government however, has done little in trying to
normalize the differences in academic outcomes of children who attend mission and government
schools. It is therefore relevant to find out the challenges children in government schools face as
compared to those pupils who attend mission schools for the purpose of further understanding
more about what really transpires.

STATEMENT OF THE PROBLEM

Relevant literature available and experience indicate that most pupils who have attended
mission schools have performed better than those who have gone to government schools. To
confirm the preceding statement, the schools of natural sciences in various higher institutions
have actually recorded a larger number of students coming from mission schools than the
government schools. The government has done little to come up with the findings that could

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have led to such margins in performance. This makes it fundamental to establish factors or
challenges that faced by pupils in government schools compared to pupils in mission schools.

SIGNIFICANCE OF THE STUDY

The significance of this study is to establish challenges faced by pupils in government

schools as compared to those in mission schools in Zambia and how the findings would help
pupils and teachers in government schools.

OBJECTIVES OF THE STUDY

-To determine the challenges faced by pupils in government schools compared to those in
mission schools.

-To establish environmental factors conducive for teaching and learning.

-To outline ways of using school policies effectively.

-To establish ways of enhancing teacher participation in decision making at governmental level.

-To enhance teacher commitment in schools.

-To improve on ways of fostering entry standards at both junior and senior secondary levels.

RESEARCH QUESTIONS

-Do compromise entry standards affect pupil performance?

-Has political influence affected pupil performance in government schools?

-Is there any link between lack of motivation and poor performance in government schools?

-Does staff commitment affect pupil performance in schools?

-Is the environment a factor in to pupil performance?

-Do school policies have a role to play in the academic performance of pupils?

LIMITATION OF THE STUDY

The researcher may face challenges in collecting the questionnaires as the schools involved
are not in the same location. Batoka secondary being located 30km away from Choma town

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where as Choma secondary is located 3km from Choma town along Livingstone road. The fact
that only two schools are involved in the study, results may not be generalized to all schools in
Zambia.

DELIMITATION OF THE STUDY

The study will be confined to a questionnaire and interview where possible involving the
Head teachers, Deputy Head teachers and teachers. Head teachers and Deputy Head teachers are
in the administrative hierarchy and are normally involved in decision making and so they will be
able to give information on how political policies have influenced the education system. On the
hand, Deputy Heed teachers are in of academic issues in the school, therefore, will be useful in
availing of information on the result analysis. Teachers being the custodian of policy
implementation will be in a better position to give the practical information generally.

BASIC ASSUMPTIONS

The study will be conducted under the assumptions that:

-Both government and mission schools use the same curriculum.

-Both government and mission schools use the same syllabus.

-These schools draw their pupils from the same primary and basic schools.

-Pupils in both schools are handed by teachers with the same qualifications.

-These schools have a vision and mission statements.

- Both schools have the school policy to guide them.

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 CONCEPTUAL FRAMEWORK

The challenges pupils in government schools face compared to pupils in mission schools: a
case of Choma and Batoka.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Pupils in Government
school.
Government
-compromised entries.

-political influence.
Versus
-lack of teacher
motivation.
Mission
Pupils in mission school.

-staff commitment

-learning environment

-school policy and

culture.

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 DEFINITION OF TERMS

-Compromise entry standards – Will actually mean an agreement made by the school to reduce
their demands on the entry requirements at any level.

-Political influence – Simply means how much the national policy has influenced the educational
system at classroom level and how do national politics drive the education policy in Zambia
where schools program and the curriculum are concerned.

-Motivation – Means the desire that push teachers to take action in committing themselves to
teaching and learning process.

-Staff commitment – Will actually mean teachers’ willingness to work hard and give their energy
and time in process of teaching and learning.

-Learning environment – Refers to diverse physical locations, contexts and culture in which
students learn.

-School policy – These are various goals and proper authorities that make school governance and
management possible.

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 CHAPTER TWO
LITERATURE REVIEW
This chapter will review relevant literature available pertaining to the challenges faced by
pupils in government schools compared to those in mission schools. It will as well state the
standards of entry at juniorand secondary school levels into both the government and mission
schools. It will also outline ways teachers in government and mission schools can fully
participate in decision making at governmental level. It will further look at factors that determine
teachers’ motivation as well as staff commitment. The study will not forget toestablish
environmental factors that may contribute to good pupil performance.

Staff commitment is one factors determining performance in schools which must be seen as
worthy of discussion. This simply entails the willingness to work hard, care about work and the
school by the teaching staff. This can be as a result of a school culture, administration as well as
school policy. One factor contributing to lack of staff commitment could actually be the rising
population especially in public schools which have no control over enrolments because of certain
policies that may be in favor of the public. Reihl (2000) says “public schools are constantly faced
with challenges of how to improve student’s achievement but complicating the issue is the fact
that student population is more heterogeneous than ever before”.

Leadership in these schools also seems to be a core issue to staff commitment. This
leadership is not more but ‘transformational’ where a leader works with employees to identify
the needed change creating a vision to guide the change through inspiration and executing the
change in tandem (arrangement) with committed members of the group, according to the
business dictionary. It has been noted transformation leadership has gained widespread attention
and the evidence to support this leadership theory has really increased (Griffith, 2004). Further
Griffith observed that transformational leadership positively affect commitment and motivation
of teachers. Bass (1998) argues that transformational leadership alone is not enough to instill
teacher commitment but that it must be coupled with inspirational motivation that provides
meaning and changes to the work of the follower. For example, a leader will do well to use
delegation method to his subordinates so that they can work together as a team. He or she must
not be the one doing everything but must show the staff that they are part and parcel of whatever

9
development that takes place in the school. This means that leaders must work collaboratively
with colleagues to develop vision of the future.

Having discussed teacher commitment which of coursebrought in the issue of motivation,

shows that motivation of staff can be vital of discussion on its own on and how it affects pupil
performance. According toMichael (1966:297) says “Many motives are more personal and are
variations on cultural themes …” Meaning that motivation is needed at personal level and also as
a group. It only depends on how people perceive it looking at their backgrounds. In Zambian
schools both public and mission, this kind of motivation is practiced especially during teachers’
day celebrations. In agreement to this Frey (2008:1) opines that “providing financial incentives,
for teachers to increase students’ performance is increasingly popular educational policy around
the world”. In as much as this has been the case in Zambian schools, the same writer Freyer,
however argued that he had not found any evidence that incentives increase pupils’ performance,
attendance , change pupils or teachers behavior. On the contrary he discovered that teacher
incentives may even decrease pupil achievement especially in larger schools.

According to Holmstron et.al (1991) said that “one potential method of increasing student
achievement and improve the quality of individuals is to provide them with financial incentives
based on student achievement. This could mean motivating individual teachers according to their
efforts in pupil academic performance. It actually brings competition among members of staff
because each one will work hard towards getting an award which will positively affect pupil
achievement in class. The same writers however, argue that, this kind of motivation cannot just
work for anyone even those who do know how to increase their efforts. It only becomes effective
when teachers know how to increase students’ achievement or else teacher incentives can result
in serious consequences. Such consequences may be explicit cheating of pupil’s achievement, for
example end of term results, teaching to test or focusing on a certain tested objectives at the
expense of more general learning which could impact pupil’s achievement negatively.

Environment is one factor in learning and this is why it is important that schools do
whatever they can to ensure the safety and conducive learning environment. This must start from
the environment itself, Classroom and the boarding facilities as well as physical characteristics

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that the foster learning and teaching process. According to Francisco (2004:24) says “learning
takes place in a physical environment with quantifiable and perceptible physical characteristics”.
This meansthat, the environment should be that which triggers and stimulates the interest of
learning in pupils. The same writer continues to say “students do not only touch, see or hear
passively but they feel, look and listen actively. This simply means classroom walls must be full
of charts that can initiate learning when the teacher is not there and that most of the learning
must be more of tangible and not in abstract.

According to Graetz (1992:306) says “the physical characteristic of a learning environment

can affect learners emotionally, with important cognitive and behavioral consequences”. Further,
he continued to say that an environment that elicits positive emotional responses may become a
place where pupils love to learn and fond of when they reflect on their learning experiences. This
shows that the learning environment should make the learners love the process of learning, feel
free and comfortable. This will definitely contribute to good performance especially when a
pupil has his/her own chair, and feels welcomed by the whole learning environment.

By definition, the term learning environment refers to the diverse physical locations,
contexts and cultures in which students learn according to edglosary.org. Since students may
learn in a wide variety of settings such as outside of school locations and outdoor environments,
the term is often used as a more accurate or preferred alternative to classroom which normally is
more limited and hasconnotations. It may also encompasses the culture of a school or class
including how individuals interacts with and treat one another as well as the ways in which
teachers may organize an educational setting to facilitate learning.

Phillip (2014) says “Students spend much of their day in classrooms that almost never feel
warm and homelike…” This entails that classrooms must be made in such a way that they
improve pupil’s morale and make him or her happier to be there. Such classroom environment
helps the pupils to be empowered and feel at home. According to Lippmann, (2010:6) says,
“twenty first century learning activities and the physical environment is planned so that it can be
routinely re-organized to mediate learning”. This concept views a learner as someone active and

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the teacher’s role is just to create a platform of learning by providing a conducive and learning
environment. In short, learning environment must shape the learner and influence learning.

Compromised standards seem to have a negative impact on pupil performance especially at

grade eight (8) and ten (10). This is an issue especially in government schools because there has
been a policy that says , everyone with a certain acceptable mark even if has not reached the
standard cut of point must be captured as long as he is closer to the cut to point. According to
Imonje (2011:1) says “the debate on quality education has its foundation in education for all
according to goal no. 6 which stated that “improving all aspects of the quality education and
ensuring excellence…so that recognized and measurable learning outcomes are achieved by
all…” This will only become possible if only we abide to the laid down standards at entry points.
Take for instance, it had been agreed upon that, no under age child shall be entered to grade one
if she or he has not reached the age of seven (7). This has been successful for almost four to five
years now where mothers are asked to go with under five clinic cards as an evidence to show the
age of a child. It has actually proved to be successful because only children who are 7 seven
years and above are selected to start grade one in public schools in order to ensure quality
education. If only such procedures could be followed strictly at all entry points, quality education
in Zambia could be possibly achieved.

Compromised entry standards also lead to over enrolment which can lead to poor
performance as the end product. Because of education which is made free for all, most public
schools have been experiencing high and unmanageable enrolments in classes. One of Imonje’s
findings says “there was large classes of over 100 pupils caused by increased in enrolment of as
reported by most (87:8%) of the head teachers …” This normally causes inadequacy in materials
to use such as text books, play fields and led to overworking of teachers who in turn do not
perform accordingly and later may lead to poor performance.

According to Aair (2009:1) says “if we have equity targets we must have quality targets and
so while growth is expected, academic standards must not be compromised” The above
statement simply means that even if education is for all in Zambia, the cut of pointfor all entries
at junior and senior level must strictly be followed so that there can be quality performance. This

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objective will only be successfully met by admission policies, programs and entry requirement
which must play a growing role. The article continues to say, admission policies and practices
that are equitable, transparent and fit for purpose are an important tool for maintaining standards.
In the normal circumstances, ensuring quality teaching and learning can only be achieved by
selecting pupils or learners that have a reasonable chance of success and notjust anyone.
Therefore, pupils must be selected through an open and fair process and which are based on
maintaining academic standards and maximizing likelihood of pupils succeeding in their
education. (Ministerial council on education, employment, training and Youth affair, 2007)

According to subdivision (2003:35) says “Opportunities must be available to all pupils and
requires schools to select pupils on the basis of merit with scope to take into account education
disadvantage to ensure that values of social inclusion are also upheld”. The issue here still
remains the same that entry standards must not be compromised if quality education and
performance are to be maintained. It has been discovered as wellthat most pupils who cheat
during examinations are those who are not well prepared academically and thisbehavior is
associated to those pupils who underperform. Conventionally, it has been argued that students
with low grade point average (GPAs) are mostly likely to cheat in school (Bennett, 2005). This
does not only apply to students at tertiary level, but also comes down to both junior and senior
secondary levels and it has become a trend among pupils in all over Zambian schools especially
during national examinations.

Political influence is a factor in the education system especially in Zambian public schools.
According to Thomas (2012:126) says ‘bureaucracyhowever, remains the sources for many of
the persistent failures associated erroneously with public education”. The statement simply
indicates that the most affected are public schools because they are run by the state and could be
a contributing factor to poor performance in public schools. This also entails that most of the
decisions are done by the people who are in governance and little participation by the people at
the grass root who are implementers.

The economic status of the country has an effect in the education system. According to
Tribune (2003) opens that “ Zambia being one of the most backward is due to almost entirely to

13
half century of investment in education development “ This simply show that the government of
Zambia has done little in the education sector as compared to South Korea which was at one time
on the same levels in the early 1950s . The reason behind this statement is funding toward the
education sector which may be not as expected. This may also encompass low absorptive
capacity to effectively and efficiently utilise resource, lack of monitoring of the implementation
of policies so that they can be evaluated whether they are beneficial to the education system of
our country.

Political influence can be defined as factors directly or indirectly affecting the condition of
an organism or entity that alter some situation, or determine some results. Therefore,
observations have been made that there are so many factors that affect education legislation. This
could be in form of political promises for special interest groups. Most of the education policies
that are made are not always created with their best interests in mind. For example the revised
curriculum which has come with computer studies as a compulsory subject at junior level while
some schools do not even have power and computers.
According to Taylor (1999) says “public policy has both positive and negative effects on
education”. Such policies that have increased the accountability such as no child left behind
often have diverse effects especially on the performance of the child. These policies normally
affect government schools because they have no say as the policies may be attached to some
funding from the donors who may want pilot them on our schools. The other way politics have
an influence on education is through monetary rewards and other benefits promised by law
makers which normally contingent upon pupils are achieving a minimum passing grade on
required standardized tests.

As the case in any political arena, the potential for corruption or misappropriation isalways
present. Sometimes you would find that the money meant to improve schools is cut from the
budget and spent on the platform of school reformation with promises to increase test scores,
providing more funding and improve conditions. While some politicians running from offices in
the school boarding and local government follow through with their promises. These promises
are not even fulfilled accordingly because their interest is just entering into office with selfish
motives. Political influence can also be seen in how the government is able to control the school

14
fees of public schools for both day and boarding. According to Lusaka times December, 16 ,
2015 the general education minister John Phiri directed provincial education officers to work out
acceptable fees for boarding and day schools for all government schools as he said “ he is
concerned that the high fees charged in government schools are beyond …” This statement was
uttered with no consideration to the current economic crisis the country is facing as all the
commodities on the market become expensive and unfordable. This means that the government
is only concerned with keeping themselves in the offices but not concerned with the welfare of
the pupils diet in school which may impact negatively on their performance.

Public education is by necessary an extension of our political systems, resulting in schools

being reduced to vehicles for implementing political mandates (Thomas, 2012). Looking intently
at the above stated statement, it is likely to mean that district flows in the developing of our
education system in Zambia has been trickled down by the presidents and Cabinet Ministers to
superintendents of education and school boards chairpersons and other members who may have
no or very little experience or exercise as educators. In short, public schools are left in the hands
of leaders who have little knowledge of what education is all about. In Zambia, we have seen
situations where a minister of education has no background of education thus, someone who has
never been a teacher or lecturer or has never worked anywhere close to the Ministry of
Education. This may have definite negative impact on the education system.

School policy is one of factors influencing the education system especially in Mission
schools. These are various goals and proper authorities that make school governance and
management possible to enhance performance. For example under the re- entry policy, school
girls who get pregnant are admitted back into class after delivering the baby in all public
schools. Missionschools however, have since 1997 rejected to implement this policy and are
supported by statutory instrument 43 of 1993 under article 8f (Mr. Muhali, 2013). Analyzing this
policy critically, it has its strengths and weakness that may impact the education system. Mission
schools beingthe carriers of the gospel have refused entirely to tolerate policies made by the
government that may dilute their system and mission on education. Muhali continues to say that
mission schools rejected this policy because they thought and still think that doing so would
promote immorality amongst pupils. He further states that “girls who fell pregnant were assisted

15
to find places in other schools which are no other than public schools where the policy is still
welcomed and stillunder implementation. This may bring differences in performance between
the government and mission schools.

According to Spring (2009:1) states “a positive school culture is the cornerstone of all good
schools. The meaning is that a school must have a policy concerning the school culture that can
enhance school improvement and performance. Mission schools have put in place a policy on the
school cultures which are strictly followed to enhance pupil performance as well as teacher
delivery. These school cultures foster excellence and moral character in mission schools and such
cultures consists of the shared expectations, values and patterns of behavior that defines who
missions’ schools are. For example, it is a rare case that you would hear of riots in mission
schools and this could be because of the policy on school culture. However, what differentiates
government schools from mission schools is that mission schools have school cultures that
promote excellence across the board.

According to Bailey (2002:8) opines that,“school policies and legal issues supporting safe
schools is a practical guide to the development and implementation of school policies that
support school safely. This shows how vital school policies can define and shape the school
culture in line with pupil and teacher performance. According to Chandler (1959:10) said“sound
policy development plays an essential role as a violence preventer and control tool”. He
continues to say that by anticipating safety problems and actively address them promptly can
actually increase schools ability to avoid or respond to a crisis. Crisis in schools lead to riots that
may later cause disruption in learning and teaching and in turn lead to poor pupil performance.
At the same time, the philosophical outlook of any violence prevention effort is quite important
to the results anticipated (Chandler, 1959). In short school policies help to maintain the code of
conduct that can include threats of violence, school uniform, vandalism, school resources and
school safety officers. They can also encompass issues on general liability issues, privacy issues,
information on specific acts pupils’ records and many more which can actually help to enhance a
health teaching and learning environment.

16
 In conclusion, school policy making and attention to legal issues is critical to creating a
school environment that is safe for students, teachers and school officials. By setting the
standards of cooperative behaviour among the entire school population, school policies can
strengthen community values, build esteem among pupils, prevent violence and reduce the levels
of trauma if violence occurs. According to Berger (1989:35)says “ Schools can and should act
assertively in implementing disciplinary procedures , zero tolerance policies for weapons ,
security measures such as school resource officers …” As such policies are implemented pupils
feel secured and actually enhance learning and teacher delivery which results into good teacher
and pupil performance.

17
 CHAPTER THREE.

RESEARCH METHODOLOGY.

This part of the study will focus on all major parts of the research which are put together to
address the central research questions and the study design to be used. Other parts involved are
population sample and sampling procedure. In addition the chapter will indicate how the data
will be collected and analyzed as well as the instruments which will be used. Furthermore, it will
present ethical codes the researcher will use to protect the privacy of participants and
respondents.

STUDY AREA

Batoka secondary school is run by the government located East of Choma town. It has a
population of about 1300 pupils with 46 teachers. Choma secondary on the other hand is located
in outskirts south of Choma town and has around 1700 pupils with over 50 teaching staff.

STUDY DESIGN

The researcher will use descriptive and quantitative methods.

STUDY POPULATION

The study will target the Head teachers, Deputy Head teachers and teachers from both
schools.The researcher’ sample size will involve fourty (40) respondents thus; twenty (20) from
each school.

SAMPLING PROCEDURE

The researcher will use purposive sampling.

INSTRUMENTS FOR DATA COLLECTION

The researcher will use a questionnaire and interview where necessary to collect data.

DATA ANALYSIS

The researcher will use the STATA 12 to analyze data and the Chi Square test for
independence will be used to either accept or reject the hypothesis.

18
 DATA COLLECTION PROCEDURE

The researcher will use questionnaires and interviews and the questionnaires will be
administered to Head teachers, Deputy Head teachers and teachers.

ETHICAL CONSIDERATIONS

The researcher will observe individual’s dignity and participants will be assured of the
highest privacy, confidentiality and anonymity during and after research. The researcher will be
able to brief participants in regard to the purpose of the study and that the data collected from
them is purely for academic purposes.

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 TIME SCHEDULE

S/NO TASK PERSONNEL JANUARY FEBRUARY MARCH

1. Proposal 1

2. Data 3
collection

3. Enter data 1

4. Analyze data 1

5. Write 1
research

6. Presentation 1
of data

BUDGET ESTIMATES

20
DESCRIPTION QUANTITY UNIT COST TOTAL
Transport fuel 500.00 500.00 500.00

2 rims of paper.

Stationary, rim of
paper, printing and
4 copies of binded
binding.
reports.
120.00 120.00
Snacks and drinks of
participants
300.00 300.00 300.00

Total 900.00

REFERENCE

1. Alex Brooke Redding (2013). Promoting a climate of Academic Integrity: Harvard.

21
2. Henry, Frankly, Wendy (2006). Comparing primary schools and public schools
Hierarchical linear modelling: National Centre for educational statistics USA.

3. Norman L.Munn (1972). Basic psychology: Houghton Mifflin company, USA.

4. Robert S. Feldman (2005). Understanding psychology: McGraw-Hill companies. USA.

5. Safe schools Action Team (2006). Safe Schools Policy and Practice: Ontario Ministry of
Education, USA.

6. Sunday B. Adeyemi (2014). Comparative study of pupils’ academic performance between

private and Public schools, Nigeria.

APPENDIX i

A QUESTIONNAIRE

Mark or tick according to what u think is the appropriate answer to the following statements:

22
 A. Compromised entry standards.

SA A UD D SD
1. Few pupils qualify to the expected
grade.
2. Pressure from the community.
3. Government is flexible.

B. Political influence. SA A UD D SD

1. Has an interference on learning and

teaching.
2. Has a positive impact on teaching and
learning.
3. The government is flexible.

C. Staff motivation

SA A UD D SD

1. You receive enough motivation

2. Is a factor in pupil performance.
3. It discourages teachers
D. Staff commitment.

SA A UD D SD
1. Caused by good administrative
leadership.

23
 2 . Linked to good school culture.
3. Associated to strict administrative
leadership.

E. Learning environment.

SA A UD D SD
1. Have a learning environment which is
conducive.
2. A factor to pupil performance.
3. Fosters self-teaching and learning.

F. School policy.

SA A UD D SD
1. Maintains discipline.
2. Drives teaching and learning.
3. Strictly adhered to both teachers and
pupils.
APPENDIX ii

STRUCTURED INTERVIEW FOR ADMINISTRATORS.

Tick Yes or No

1. Few pupils qualify to the expected grades.

Yes No

2. You give places just to fill the required number of classes.

24
 Yes No

3. You accept or enroll candidates who may not have passed per se but obtained a certificate.

Yes No

4. If a child obtained a certificate and fail to find a place elsewhere, you would easily offer a
place.

Yes No

5. Certain policy directives by Government lead to poor performance of learners.

Yes No

6. You follow all policy directives issued by the Ministry.

Yes No

7. You give enough to your teachers and pupils.

Yes No

8. Motivation is a factor in teacher and pupil motivation.

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 Yes No

9. Motivation encourages teachers to work hard.

Yes No

10. Your teachers are very committed to their work.

Yes No

11. The school culture enhances pupil performance.

Yes No

12. Competition both among pupils and teachers enhances good results.

Yes No

13. The learning environment at your school is conducive.

Yes No

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