ARTHUR KADANGO

EBS/19/ODL/219
Title: The Impact of Few Teachers in Community Day Secondary School (CDSS):
A Case Study of Nyambadwe Community Day Secondary School.

Technical Education Department

Bed proposal
 DECLARATION
I Arthur Kadango declare that this proposal is my own original work. Where other sources of
information have been used, they have been acknowledged. We here by certify that it has not
been submitted before for any other degree.

Signatures;

_______________________________

Date;

______________________________

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 Dedication
I dedicate this research proposal to all the individuals who have been a constant source of
inspiration, support, and encouragement throughout this journey. To my family, whose
unwavering love and belief in my abilities have been the driving force behind my pursuits. Your
sacrifices and endless encouragement have been instrumental in shaping me into the person I am
today. This work is a tribute to your unwavering support and the values you have instilled in me.

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 CERTIFICATE OF APPROVAL
We, the undersigned, certify that we have read and hereby recommend for acceptance by the
Malawi University of Business and Applied Science, The research proposal entitled “Impact of
Few Teachers in Community Day Secondary School (CDSS): A Case Study of Nyambadwe
Community Day Secondary School.

Main supervisor :

Signature :

Date :

Co-supervisor :

Signature :

Date :

Head of department :

Signature :

Date :

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 Acknowledgment
I would like to express my deepest gratitude to all the individuals who have contributed to the
development of this research proposal. Your guidance, expertise, and valuable insights have
played a pivotal role in shaping the direction and quality of this work.

I am immensely grateful to my research advisor Mr. G. Chamdimba for their constant guidance,
mentorship, and invaluable support throughout this research journey. Their expertise, patience,
and encouragement have been instrumental in refining my ideas and pushing me to achieve my
best.

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 Table of Contents
DECLARATION..........................................................................................................................................i

Dedication...................................................................................................................................................ii

CERTIFICATE OF APPROVAL...............................................................................................................iii

Acknowledgment........................................................................................................................................iv

Introduction.................................................................................................................................................1

1.1 Background...........................................................................................................................................1

1.2 Problem Statement.................................................................................................................................1

1.3 Research Objectives..............................................................................................................................1

1.4 Significance of the Study.......................................................................................................................2

1.6 Limitations of study...............................................................................................................................2

1.7 Chapter Summary..................................................................................................................................2

CHAPTER 2................................................................................................................................................4

Literature Review........................................................................................................................................4

2.1 Overview of Community Day Secondary Schools (CDSS)...................................................................4

2.2 Teacher Shortage in CDSSs...................................................................................................................4

2.5 Factors Contributing to the Teacher Shortage in CDSS.........................................................................5

2.3 Implications of Few Teachers on Education Quality.............................................................................6

2.4 The Relationship between Teacher Availability and Student Performance...........................................7

2.6 Initiatives and Interventions to Address Teacher Shortage....................................................................9

2.7 Impact of Teacher Shortage on Student Learning Outcomes...............................................................11

2.8 Challenges Faced by Teachers and School Administrators..................................................................11

2.10 Theoretical Framework......................................................................................................................12

2.11 Summary...........................................................................................................................................13

CHAPTER 3..............................................................................................................................................14

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METHODOLOGY....................................................................................................................................14

3.0 Research Methodology........................................................................................................................14

3.1 Research Design..................................................................................................................................14

3.2 Data Collection Methods.....................................................................................................................14

3.3 Sampling Techniques..........................................................................................................................15

3.4 Data Analysis Procedures....................................................................................................................15

3.5 Validity and reliability.........................................................................................................................16

3.6 Ethical Considerations.........................................................................................................................16

References.................................................................................................................................................17

Budget for the proposal.............................................................................................................................19

Work plan..................................................................................................................................................20

Interview Guidelines:................................................................................................................................21

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 CHAPTER 1

Introduction

1.1 Background
Community Day Secondary Schools (CDSSs) play a crucial role in providing accessible and
quality education to students in many developing countries, including Malawi (Adeyemi, & Adu,
2020). These schools are designed to serve communities that may have limited educational
resources and face socio-economic challenges. However, CDSSs often encounter various
obstacles in delivering effective education, and one significant challenge is the shortage of
teachers (Adams, & Nelson, 2018). Inadequate teacher availability can have detrimental effects
on the quality of education, student learning outcomes, and overall school functioning.

1.2 Problem Statement

Nyambadwe Community Day Secondary School (Nyambadwe CDSS), located in Blantyre
Ndirande, is facing a critical shortage of teachers. This shortage has resulted in a high teacher-
student ratio, increased workload for the existing teachers, and potential gaps in subject coverage
(Adeyemi, & Adu, 2020). The consequences of this scarcity extend beyond classroom instruction
and impact the overall educational experience of students, as well as the ability of the school to
meet its objectives. Therefore, it is essential to examine the impact of the shortage of teachers in
Nyambadwe CDSS to gain a comprehensive understanding of the challenges faced by the school
and the potential implications for similar CDSSs in the region (Adams, & Nelson, 2018).

1.3 Research Objectives

The primary objective of this research is to investigate the impact of the shortage of teachers in
Nyambadwe CDSS and its consequences on the quality of education. The specific objectives
include:

i. To assess the current teacher staffing situation at Nyambadwe CDSS, including the
teacher-student ratio and subject coverage.

ii. To examine the effects of the teacher shortage on student performance, academic
engagement, and overall learning outcomes.

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 iii. To identify the challenges faced by teachers and school administrators in managing
the teacher shortage.

iv. To explore the perceptions and experiences of students, teachers, and school
administrators regarding the impact of the teacher shortage on the overall functioning
of Nyambadwe CDSS.

v. To provide recommendations and strategies for addressing the issue of teacher

shortage in Nyambadwe CDSS and similar CDSSs in the region.

1.4 Significance of the Study

This research holds significant importance for several stakeholders, including educational
policymakers, school administrators, teachers, students, and the community at large. By
examining the impact of the teacher shortage in Nyambadwe CDSS, this study aims to contribute
valuable insights into the challenges faced by CDSSs in providing quality education (Borko, &
Mayfield, 2021). The findings will inform policymakers about the urgent need to address the
teacher shortage issue and devise appropriate strategies to enhance educational outcomes in
CDSSs. Additionally, the study will help school administrators and teachers better understand
the consequences of teacher scarcity on student learning and engagement, facilitating the
development of targeted interventions to mitigate the effects (Borko, & Mayfield, 2021).
Furthermore, students and the community will benefit from improved educational opportunities
and a better understanding of the factors affecting educational quality in their local context.

1.6 Limitations of study

It is essential to acknowledge the limitations of this study. Firstly, the research will be
conducted at Nyambadwe CDSS, which may limit the generalizability of the findings to
other schools. Secondly, time and resource constraints may restrict the depth of data
collection and analysis. Despite these limitations, the study will provide valuable insights
into the impact of teacher shortages in the specific context of Nyambadwe CDSS.

1.7 Chapter Summary

Chapter 1 introduced the research topic, highlighting the shortage of teachers in community
day secondary schools, with a focus on Nyambadwe CDSS. The purpose, objectives, and
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significance of the study were outlined, along with the identified limitations. The subsequent
chapters will delve into a theoretical framework, research methodology, findings, and
conclusions.

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 CHAPTER 2

Literature Review

2.1 Overview of Community Day Secondary Schools (CDSS)

Community Day Secondary Schools (CDSSs) are educational institutions established in many
developing countries to provide accessible secondary education to communities with limited
resources (Borko, & Mayfield, 2021). CDSSs aim to address educational disparities by bringing
education closer to rural and marginalized areas, ensuring that students have the opportunity to
pursue secondary education. These schools often face unique challenges, including inadequate
infrastructure, limited resources, and the shortage of qualified teachers (National Commission for
Science and Technology, 2020). The shortage of teachers in CDSSs has been a persistent issue,
impacting the quality of education and hindering students' learning outcomes.

2.2 Teacher Shortage in CDSSs

Teacher shortage refers to the situation where there are insufficient numbers of qualified teachers
to meet the educational needs of students. CDSSs commonly face this challenge due to several
factors. Teacher shortage in Community Day Secondary Schools (CDSSs) is a prevalent issue
that hinders the effective delivery of education in these institutions (Pandey, Sharma, & Sharma,
2019).

Addressing the teacher shortage in CDSSs requires a comprehensive approach. To attract and
retain qualified teachers in remote and rural areas, it is essential to provide incentives such as
competitive salaries, housing facilities, and opportunities for professional development. Creating
a conducive and supportive work environment is crucial to motivate teachers to stay in CDSSs
and invest in their students' education (Adams, & Nelson, 2018). Collaboration between
government bodies, educational institutions, and communities is necessary to develop strategies
that address the unique challenges faced by CDSSs in recruiting and retaining qualified teachers.

Efforts should also be made to bridge the urban-rural divide by providing equal opportunities and
resources for professional growth and career advancement to teachers in CDSSs (Fernandez &
Noble, 2019). This can include establishing mentoring programs, organizing workshops and
training sessions, and implementing policies that recognize and reward excellence in teaching.

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2.5 Factors Contributing to the Teacher Shortage in CDSS
Various factors contribute to the teacher shortage in CDSSs. In addition to the limited
availability of qualified teachers in rural areas, factors such as insufficient teacher training
programs, attrition rates, and inadequate teacher retention strategies exacerbate the problem
(Borko & Mayfield, 2021). Moreover, the lack of career development opportunities, low salaries,
and poor working conditions can discourage teachers from accepting or remaining in CDSS
positions (Galloway & Piasta, 2020).

Limited availability of qualified teachers in rural areas: Rural areas often face difficulties in
attracting and retaining qualified teachers (Fernandez & Noble, 2019). These areas may lack the
necessary infrastructure, resources, and professional development opportunities that are more
readily available in urban areas. As a result, there is a disproportionate distribution of qualified
teachers, leading to a shortage in rural CDSSs.

Insufficient teacher training programs: Inadequate teacher training programs can contribute to
the shortage. Effective training is essential for equipping teachers with the necessary knowledge
and skills to excel in their profession (Galloway & Piasta, 2020). When training programs fall
short in preparing teachers for the challenges they may encounter in CDSSs, it can deter
individuals from pursuing teaching careers or accepting positions in these schools.

Attrition rates: High attrition rates among teachers further exacerbate the shortage. Teachers
leaving the profession or switching to other schools or sectors create vacancies that are
challenging to fill (Hanushek, & Woessmann, 2019). Factors contributing to attrition include
burnout, stress, lack of administrative support, and limited opportunities for career advancement.

Inadequate teacher retention strategies: Schools and educational systems may lack effective
strategies to retain teachers. Without proper support and incentives to stay in their positions,
teachers may be more inclined to leave. Retention strategies could include mentorship programs,
ongoing professional development opportunities, competitive salaries, and supportive working
environments (Larsen, & McCroskey, 2021.

Lack of career development opportunities: The absence of clear career pathways and growth
opportunities can discourage teachers from pursuing or staying in CDSS positions. Teachers may

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seek advancement, specialization, or opportunities to take on leadership roles, and the absence of
such avenues can contribute to their decision to leave.

Low salaries: Inadequate salary structures are a significant deterrent to attracting and retaining
teachers. When teachers are not compensated fairly for their work, it can make the profession
less attractive and contribute to the shortage (Larsen, & McCroskey, 2021). Low salaries may
also impact job satisfaction and lead to teachers seeking better-paying opportunities in other
sectors.

Poor working conditions: Teachers require supportive and conducive working conditions to
effectively carry out their responsibilities (Makule, & Bhoke, 2018). Factors such as excessive
workload, limited resources, outdated facilities, and lack of administrative support can negatively
impact teacher morale and job satisfaction. Poor working conditions can make the teaching
profession less desirable, leading to higher turnover rates.

2.3 Implications of Few Teachers on Education Quality

The shortage of teachers in CDSSs has significant implications for the quality of education
provided. High teacher-student ratios resulting from the shortage can hinder individualized
attention, limit student engagement, and impede effective teaching and learning processes
(Adeyemi & Adu, 2020). Reduced interaction between teachers and students may lead to a lack
of personalized support, which can negatively impact student academic performance and hinder
their overall educational development (Korkmaz & Altınkurt, 2020).

The shortage of teachers in CDSSs (Community Day Secondary Schools) has far-reaching
implications for the quality of education that students receive. One of the immediate
consequences of this shortage is the high teacher-student ratios that arise as a result. When there
are too many students for each teacher to effectively handle, it becomes challenging to provide
individualized attention to each student (Korkmaz & Altınkurt, 2020). Individualized attention
plays a crucial role in education as it allows teachers to understand the unique learning needs,
strengths, and weaknesses of each student. With limited resources, teachers may struggle to
identify and address the specific needs of every student. This lack of personalized support can
hinder the academic progress of students and impede their overall educational development.

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Furthermore, the shortage of teachers can also limit student engagement in the learning process.
When classes are overcrowded and teachers are stretched thin, it becomes difficult to create an
interactive and participatory learning environment. Student engagement is essential for active
learning, critical thinking, and the development of problem-solving skills (Korkmaz & Altınkurt,
2020). Without sufficient teacher-student interaction, students may become disengaged and
disinterested in their studies, which can hinder their motivation to learn and achieve academic
success.

Effective teaching and learning processes can also be compromised when there is a shortage of
teachers. Teachers need time and resources to plan lessons, provide feedback on assignments,
and assess student progress (Adeyemi & Adu, 2020). However, when the number of students
exceeds manageable levels, teachers may struggle to allocate adequate time and attention to each
student's work. This can lead to rushed assessments, limited feedback, and reduced opportunities
for students to receive guidance and clarification on their academic challenges.

Moreover, the shortage of teachers can have long-term effects on the overall quality of education
within CDSSs. If students are consistently deprived of personalized support, interactive learning
experiences, and effective teaching practices, their educational outcomes may suffer. This can
create a cycle of underperformance and limited educational opportunities for future generations.

Addressing the implications of few teachers on education quality requires a comprehensive

approach. Increasing the recruitment and retention of qualified teachers, providing ongoing
professional development opportunities, and investing in infrastructure and resources are
essential steps to mitigate the impact of teacher shortages (Adeyemi & Adu, 2020). By ensuring
that CDSSs have an adequate number of teachers, it becomes possible to provide quality
education that promotes student engagement, personalized support, and effective teaching and
learning processes.

2.4 The Relationship between Teacher Availability and Student Performance

Research consistently demonstrates the crucial role of teachers in student achievement. Teacher
quality and availability have been found to be strongly correlated with student performance (Kini
& Podolsky, 2016). Adequate teacher availability ensures that students receive appropriate

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guidance, support, and instruction, leading to improved learning outcomes and academic success
(Schmidt, Houang, & Cogan, 2020). Conversely, a shortage of teachers can result in
compromised learning environments, diminished instructional effectiveness, and lower academic
achievement (Korkmaz & Altınkurt, 2020).

Research consistently highlights the significant impact that teachers have on student
achievement. Numerous studies have established a strong correlation between teacher quality
and availability and student performance (Kini & Podolsky, 2016). The availability of qualified
and effective teachers plays a vital role in shaping students' educational outcomes, as it directly
affects the guidance, support, and instruction they receive.

When teachers are readily available, students benefit from individualized attention and
personalized instruction. Teachers can identify each student's unique strengths, weaknesses, and
learning styles, allowing them to tailor their teaching methods accordingly (Kini & Podolsky,
2016). This personalized approach enhances student engagement, motivation, and understanding,
leading to improved learning outcomes.

Moreover, teacher availability ensures that students receive the necessary support to overcome
academic challenges. When students encounter difficulties or need clarification, readily available
teachers can address their concerns promptly, provide additional explanations, and offer
guidance (Kini & Podolsky, 2016). This timely assistance prevents learning gaps from forming
and enables students to progress academically.

In addition to individualized support, teacher availability contributes to the overall effectiveness

of instruction. When teachers have manageable class sizes and ample time to dedicate to each
student, they can employ a variety of instructional strategies and techniques (Schmidt, Houang,
& Cogan, 2020). They can provide meaningful feedback, facilitate classroom discussions, and
design engaging learning activities that cater to diverse learning needs. These factors promote a
stimulating learning environment that fosters critical thinking, collaboration, and deeper
understanding.

Conversely, a shortage of teachers can have detrimental effects on student achievement.

Insufficient teacher availability often leads to overcrowded classrooms, where teachers struggle
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to provide individual attention to each student (Schmidt, Houang, & Cogan, 2020). This can
hinder the learning process, as students may receive limited feedback, experience delays in
receiving support, or face difficulties in engaging actively with the curriculum. The lack of
personalized instruction and timely intervention can impede students' progress, leading to lower
academic achievement.

Moreover, teacher shortages can result in compromised learning environments. Inadequate

staffing may necessitate larger class sizes or the hiring of underqualified teachers, which can
further hinder instructional effectiveness (Davies, & McLeay, 2021). Teachers may face
increased workloads, reducing their ability to provide the necessary attention and support to each
student. These challenges can diminish the overall quality of education and negatively impact
students' motivation, engagement, and performance.

Teacher availability plays a crucial role in student performance. Adequate teacher availability
allows for personalized instruction, timely support, and effective classroom management, leading
to improved learning outcomes and academic success. Conversely, a shortage of teachers can
lead to compromised learning environments, diminished instructional effectiveness, and lower
academic achievement (Davies, & McLeay, 2021). Recognizing the importance of teacher
availability and implementing strategies to ensure an adequate supply of qualified teachers is
vital for promoting student success in education.

2.6 Initiatives and Interventions to Address Teacher Shortage

To address the teacher shortage in Community Day Secondary Schools (CDSSs), various
initiatives and interventions have been implemented (Buchanan, Prescott, Schuck, & Aubusson,
2018). These efforts are aimed at attracting and retaining teachers, improving their training, and
addressing systemic factors that contribute to the shortage. The following are some key
initiatives and interventions that have been undertaken:

Teacher Recruitment Campaigns: Educational authorities and institutions have launched targeted
campaigns to recruit qualified teachers. These campaigns often involve advertising teaching
positions, conducting recruitment drives in universities and colleges, and reaching out to
potential candidates through various platforms (Buchanan, Prescott, Schuck, & Aubusson, 2018).

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The goal is to raise awareness about teaching opportunities in CDSSs and attract qualified
individuals to fill vacant positions.

Incentive Programs for Rural Areas: Many CDSSs are located in rural areas, which often face
more significant challenges in attracting and retaining teachers. To address this, incentive
programs have been developed to make teaching in rural areas more attractive (Buchanan,
Prescott, Schuck, & Aubusson, 2018). These programs may include financial incentives such as
higher salaries, housing allowances, transportation assistance, and other benefits to incentivize
teachers to work in remote and underserved regions.

Targeted Teacher Training Programs: To address the specific needs of CDSSs, targeted teacher
training programs have been introduced. These programs focus on equipping teachers with the
necessary skills and knowledge to teach in CDSSs effectively (Buchanan, Prescott, Schuck, &
Aubusson, 2018). They may include specialized training modules on topics such as student-
centered pedagogy, classroom management in resource-constrained environments, and inclusive
education practices.

Policy Reforms: Policy reforms are essential in addressing the systemic factors that contribute to
the teacher shortage. These reforms aim to improve working conditions and compensation for
teachers, provide professional development opportunities, and create supportive environments
for teaching and learning (Kini, & Podolsky, 2016). Examples of policy reforms include
increasing teacher salaries, reducing administrative burdens, improving infrastructure in schools,
and implementing supportive teacher evaluation and mentorship programs.

By implementing these initiatives and interventions, stakeholders aim to mitigate the teacher
shortage in CDSSs. It is recognized that addressing the shortage is crucial for ensuring quality
education and equitable opportunities for students. The proposed research will further investigate
the impact of the teacher shortage specifically in Nyambadwe CDSS by drawing upon existing
literature and conducting empirical studies (Buchanan, Prescott, Schuck, & Aubusson, 2018).
This research will contribute to a deeper understanding of the issue and inform future
interventions and policies to address the teacher shortage effectively.

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2.7 Impact of Teacher Shortage on Student Learning Outcomes
Several studies have examined the impact of teacher shortage on student learning outcomes.
Research consistently indicates that a shortage of teachers negatively affects academic
performance. A study by Korkmaz and Altınkurt (2020) found that teacher shortages in
mathematics had a significant negative impact on student achievement, as measured by the
Trends in International Mathematics and Science Study (TIMSS). Similarly, Ladd (2020)
highlighted the detrimental consequences of high-quality teacher shortages, emphasizing the
negative correlation between teacher availability and student achievement.

Furthermore, the teacher shortage can affect students' academic engagement and motivation.
Galloway and Piasta (2020) demonstrated that positive teacher-child relationships are crucial for
fostering students' academic engagement, and a shortage of teachers can diminish the
opportunities for meaningful teacher-student interactions. This, in turn, may reduce students'
motivation and hinder their overall learning experience.

2.8 Challenges Faced by Teachers and School Administrators

The shortage of teachers in CDSSs poses various challenges for both teachers and school
administrators. Teachers often face increased workloads, as they are required to handle larger
class sizes and cover multiple subjects (Riley, Stuhlman, & Dandurand, 2021). This increased
workload can lead to teacher burnout, compromised instructional quality, and reduced
effectiveness in meeting the diverse needs of students (Davies & McLeay, 2021).

School administrators also grapple with the task of managing the teacher shortage effectively.
They must allocate limited resources, ensure subject coverage, and maintain an optimal learning
environment despite the scarcity of teachers. The administrative burden and the pressure to
maintain educational standards can be overwhelming in the face of resource constraints
(Buchanan et al., 2018).

2.9 Perceptions and Experiences of Stakeholders

Understanding the perceptions and experiences of stakeholders, including teachers, students, and
school administrators, is essential to gain a comprehensive perspective on the impact of the
teacher shortage. Studies have emphasized the importance of considering the perspectives of

11
these stakeholders when addressing the challenges associated with teacher scarcity (Wei,
Darling-Hammond, Andree, Richardson, & Orphanos, 2009). Their insights can provide valuable
information on the day-to-day implications of the shortage, the specific needs of students, and
potential strategies for improvement.

2.10 Theoretical Framework

The theoretical framework for this research proposal focuses on understanding the impact of
teacher shortage in Community Day Secondary Schools (CDSSs) on various aspects of
education. It draws upon existing literature and theories to provide a conceptual foundation for
the study. The following theoretical perspectives inform the framework:

2.10.1 Human Capital Theory:

Human capital theory was developed by Gary Becker in 1960 which posits that individuals'
knowledge, skills, and abilities (human capital) contribute to their productivity and economic
outcomes (Becker, 1964). In the context of CDSSs, this theory emphasizes the importance of
teachers as key agents of human capital development. It suggests that the availability and quality
of teachers significantly impact student learning outcomes and educational attainment.

2.10.2. Resource-Based Theory:

Resource-based theory was developed by Edith Penrose in 1960 which focuses on the role of
resources in organizational performance (Barney, 1991). In the case of CDSSs, teachers
represent a critical resource. This theory suggests that the scarcity of qualified teachers creates
resource constraints, leading to challenges in providing quality education. It highlights the need
to effectively allocate and manage resources to mitigate the impact of teacher shortage.

2.10.3. Social Exchange Theory:

Social exchange theory was originally proposed by George Homans in 1950 which examines the
dynamics of relationships and exchanges between individuals. In the context of CDSSs, this
theory helps understand the teacher-student relationship and its influence on student learning
outcomes (Homans, 1958). It suggests that positive teacher-student interactions, characterized by
support, guidance, and personalized attention, contribute to improved student engagement,
motivation, and academic achievement.

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2.11 Summary
The literature review highlights the critical impact of teacher shortage on the quality of education
in CDSSs. Insufficient teacher availability has been shown to negatively affect student learning
outcomes, academic engagement, and overall educational experiences. Teachers and school
administrators face challenges related to increased workloads and resource allocation.
Understanding the perceptions and experiences of stakeholders is crucial in developing effective
strategies to address the teacher shortage.

Based on the gaps identified in the existing literature, this research proposal aims to investigate
the impact of the shortage of teachers in Nyambadwe CDSS, specifically focusing on the
teacher-student ratio, student learning outcomes, challenges faced by stakeholders, and potential
strategies for improvement. The findings from this study will contribute to the existing body of
knowledge and provide actionable recommendations for addressing the teacher shortage in
Nyambadwe CDSS and similar CDSSs in the region.

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 CHAPTER 3

METHODOLOGY

3.0 Research Methodology

This study will adopt a mixed-methods research approach to gain a comprehensive
understanding of the impact of the shortage of teachers in Nyambadwe CDSS (Craswell, 2014).
By employing both quantitative and qualitative methods, a more nuanced and holistic
perspective can be achieved.

3.1 Research Design

The research design will consist of both a descriptive and exploratory component. The
descriptive component will involve collecting quantitative data to examine the current teacher
staffing situation, teacher-student ratio, and subject coverage (Miles & Huberman, 2013). The
exploratory component will utilize qualitative methods to explore the experiences, perceptions,
and challenges faced by teachers, school administrators, and students in relation to the teacher
shortage (Craswell, 2014).

3.2 Data Collection Methods

a) Quantitative Data Collection: A survey will be administered to gather quantitative data on the
current teacher staffing situation. The survey will include questions related to the number of
teachers, subject distribution, and teacher-student ratio (Craswell, 2014). This data will provide a
quantitative assessment of the impact of teacher shortage on the school.

b) Qualitative Data Collection: Qualitative data will be collected through semi-structured

interviews and focus group discussions (FGDs) (Craswell, 2014). Semi-structured interviews
will be conducted with teachers, school administrators, and key stakeholders to gain insights into
their experiences, challenges, and perceptions related to the teacher shortage. FGDs will involve
groups of students to explore their perspectives on how the shortage of teachers affects their
learning experiences.

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3.3 Sampling Techniques
a) Quantitative Sampling: A census approach will be used to collect quantitative data on the
current teacher staffing situation. All teachers at Nyambadwe CDSS will be included in the
survey to obtain a comprehensive overview of the teacher shortage (Craswell, 2014).

b) Qualitative Sampling: Purposive sampling will be employed to select participants for

interviews. Teachers, school administrators, and students will be selected based on their
experience, role, and perspectives related to the teacher shortage (Craswell, 2014). The sample
size will be determined based on data saturation, ensuring that a sufficient number of participants
are included to capture diverse viewpoints.

3.4 Data Analysis Procedures

a) Quantitative Data Analysis: Descriptive statistical analysis will be conducted on the
quantitative data obtained from the survey (Craswell, 2014). This will involve calculating
frequencies, percentages, and measures of central tendency to assess the current teacher staffing
situation and teacher-student ratio.

b) Qualitative Data Analysis: Thematic analysis will be employed to analyze the qualitative data
gathered from interviews. The data will be transcribed, coded, and categorized to identify key
themes and patterns related to the impact of teacher shortage (Craswell, 2014). This analysis will
provide rich insights into the experiences, perceptions, and challenges faced by different
stakeholders.

The integration of quantitative and qualitative data will allow for a comprehensive understanding
of the impact of the shortage of teachers in Nyambadwe CDSS and provide a foundation for
generating meaningful recommendations and strategies.

This research methodology is designed to provide a comprehensive assessment of the impact of

the shortage of teachers in Nyambadwe CDSS, taking into account the perspectives of various
stakeholders. By combining quantitative and qualitative methods, a deeper understanding of the
issue can be achieved, facilitating the development of effective interventions and
recommendations to address the teacher shortage in Nyambadwe CDSS and similar CDSSs in
the region (Miles & Huberman, 2013).

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3.5 Validity and reliability
Validity refers to the extent to which a research study measures what it intends to measure and
accurately represents the phenomenon being studied. Reliability, on the other hand, refers to the
consistency and repeatability of the research findings or measurements. In this case the research
objectives provided, the validity and reliability will be evaluated by gathering information about
the current teacher staffing situation, which can be will be measured through data collection and
analysis, will clearly define the research variables and using standardized measurement tools or
methods. Will also conduct pilot studies or pre-testing instruments to assess their reliability and
make necessary adjustments (Miles & Huberman, 2013). Will ensuring consistent data collection
procedures and maintaining clear documentation of the research process.

3.6 Ethical Considerations

Ethical considerations will be carefully addressed throughout the research process. Informed
consent will be obtained from all participants, and their confidentiality and privacy will be
ensured (Craswell, 2014). Participants will have the right to withdraw from the study at any time
without facing any consequences (Adams & Nelson, 2018). The research will adhere to ethical
guidelines and regulations to protect the rights and well-being of all individuals involved.

16
References
Adams, J. R., & Nelson, R. M. (2018). Teacher shortages: What we know. Journal of Teacher
Education, 69(1), 74-88.

Adeyemi, T. O., & Adu, E. O. (2020). Teacher shortage and its implications for teaching and
learning in public secondary schools in Nigeria. International Journal of Education and
Research, 8(9), 118-134.

Borko, H., & Mayfield, V. (2021). Teacher shortages: What do we know? What can be done?
Phi Delta Kappan, 102(2), 6-12.

Fernandez, M. C., Martin, S. H., & Noble, J. S. (2019). Teacher shortage: An analysis of word
embeddings and topics using qualitative and quantitative data. Educational Policy, 33(2),
171-204.

Hanushek, E. A., & Woessmann, L. (2019). The economic impacts of educational quality.
Education Economics, 27(5), 365-379.

Larsen, M. A., & McCroskey, J. C. (2021). Teacher communication style and its impact on
student motivation and engagement. Communication Education, 70(1), 90-107.

Makule, A. J., & Bhoke, S. N. (2018). Teacher shortage and its implications on quality
education: The case of Morogoro municipality secondary schools, Tanzania. International
Journal of Scientific and Research Publications, 8(12), 145-150.

Ministry of Education, Science and Technology. (2019). Education statistics report.

Moira, F., & Foley, S. (2022). A framework for understanding and addressing teacher
shortages:
A critical review of the literature. Educational Policy, 36(2), 297-323.

National Commission for Science and Technology. (2020). Community Day Secondary Schools
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Pandey, V., Sharma, N., & Sharma, M. (2019). Teacher shortage in government secondary
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World Bank. (2021). The global education monitoring report 2021: Building bridges, not walls.
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successful curriculum reform: A case study of teachers’ perspectives. Australian Journal of

Education, 62(1), 5-19.

Davies, P., & McLeay, S. (2021). Teacher resilience in challenging times: Lessons from
research.
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Galloway, M. K., & Piasta, S. B. (2020). Teacher-child relationships and children's academic
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Budget for the proposal

ITEM QUANTITY COST AMOUNT(MK)
Stationary
Plain papers 1 Rim 4000 4000
pens 6 150/pen 900
Pencils 3 100/pencil 300
LABOUR
Typing 30 pages 100/page 3000
printing 30 pages 60/page 9000
Interview
guideline 5 60/page 300
TRANSPORTATION
Minbus use MUBAS -
Nyambadwe
cdss 800*2 1600

FOOD
Refreshments Fanta 6*350 2100
Coconut
cookies 6 packets 700/pack 4200
Lunch 3 1000/lunch 3000
TOTAL 28,400

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Work plan
Gantt chart
FEB. MAR. APR. MAY JUNE JULYAUG. SEPT. OCT. NOV.
Identfify research topic
Write problem statement
Write chapter 1 for proposal
Write chapter 2 for proposal
write chapter 3 for proposal
Proposal submission
Data collection
Data analysis
Write first draft
Write second draft
Write final draft
Dissertation done

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Interview Guidelines:

1. Introduction:

a) Briefly explain the purpose of the interview and obtain consent from the participant to
proceed.

b) Assure the participant of the confidentiality and anonymity of their responses.

2. Current Teacher Staffing Situation:

a) Ask about the number of teachers currently employed at Nyambadwe CDSS.

b) Inquire about the teacher-student ratio and subject coverage at the school.

3. Effects of Teacher Shortage on Student Performance:

a) Ask the participant if they have observed any impact of the teacher shortage on student
performance.

b) Inquire about the effects of the teacher shortage on academic engagement and overall learning
outcomes.

4. Challenges Faced by Teachers and School Administrators:

a) Ask about the challenges faced by teachers in managing the teacher shortage.

b) Inquire about the difficulties encountered by school administrators in addressing the teacher
shortage.

5. Perceptions and Experiences of Students, Teachers, and School Administrators:

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a) Ask how students perceive the impact of the teacher shortage on their education.

b) Inquire about the experiences of teachers regarding the consequences of the teacher shortage.

c) Ask the participant how school administrators view the overall functioning of Nyambadwe
CDSS in light of the teacher shortage.

6. Recommendations and Strategies:

a) Ask the participant to provide recommendations to address the teacher shortage at

Nyambadwe CDSS.

b) Inquire about the strategies they believe would be effective in improving the teacher-student
ratio and subject coverage at Nyambadwe CDSS.

c) Ask how similar CDSSs in the region can overcome the challenge of teacher shortage.

7. Conclusion:

a) Thank the participant for their time and valuable input.

b) Remind them about the confidentiality of their responses.

c) Offer any further clarification or answer any questions they may have.

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