FACTORS ASSOCIATED WITH THE SHORTAGE OF PHYSICS TEACHERS IN

SELECTED SECONDARY SCHOOLS OF KALULUSHI DISTRICT

BY

MARKGOOD CHAMA

STUDENT ID: 20010010

A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF EDUCATION OF

MUKUBA UNIVERSITY IN PARTIAL FULFILMENT OF THEIR REQUIREMENT
FOR THE AWARDING OF THE BARCHELORS OF EDUCATION IN PHYSICS AND
MATHEMATICS DEGREE

MUKUBA UNIVERSITY

SUPERVISOR: DR LUCHEMBE

JUNE,2023.
T

DECLARATION
I, Markgood Chama, Declares that FACTORS ASSOCIATED WITH THE SHORTAGGE
OF PHYSICS TEACHERS IN SELECTED SECONDARY SCHOOLS IN KALULUSHI
DISTRICT,ZAMBIA is my work and that all the sources that are used or quoted have been
indicated and acknowledged by means of citing and complete references.

…………………………………… ………………………………….

STUDENTNAME STUDENT SIGNATURE

……………………………………… ………. ………………………….

SUPERVISOR’S NAME SUPERVISOR’S SIGNATURE

………………………………………………

DATE

1|Page
 COPYRIGHT

No part of this may be reproduced, stored in any retrieval system or transmitted in any form by
means, electronics, mechanical, photocopying, recording or otherwise without prior permission
of the authority of the author or Mukuba University on that behalf.

APPROVAL
I hereby certify that this research report by Chama Markgood has been prepared under my supervision
and submitted in upon my approval.
DR. Luchembe
Signature………………………… Date…………………….
(Supervisor)

2|Page
 ACKNOLEDGEMENT

I would like to extend my special gratitude to the following people for having made
invaluable contributions to the success of this research project:

 Dr. Mapulanga , for the advice, and the assistance during data
collection.
 My grandfather, Mr Paul kalaba and my Aunty, Prudence Kalaba, for
the encouragement, support, motivation and sacrifices they made while
I was engaged with my studies.
 My siblings, Eden ,Emeldah, susan and Yvonne my girlfriend, for being
with me, even though I could not give them my full attention.
 Dr Luchembe D. who assisted me with the analysis of the data,
patience, empathy and the effort he expended for the success of the
whole research project. and who made valuable comments while I was
developing the questionnaire, including with its validation.

3|Page
 DEDICATION
This Research study is dedicated to my Grandfather Mr Paul Kalaba and my Aunty Prudence Kalaba for
their encouragement and support, and for the sacrifices they had to make during my
studies.ABSTRACT

The shortage of Specialized Physics teachers in selected secondary schools in Kalulushi, has
for years, been one of the nagging issues for the Ministry of Education (MOE). This led MOE to
exploiting the services of no specialists, thus undermining the quality of learners who graduate
from the system

The purpose of the study was to find out the factors associated to the shortage of physics teachers on
students’ academic performance in Secondary Schools in Chirundu District. Therefore, the problem of
the study was the shortage of physics teachers despite the government deploying 30,450 teachers The
objectives of the study comprised the following; To investigate the factors that are associated with the
shortage of Physics teachers in selected secondary school , to determine the consequences of of having
a shortage of physics teachers, to generate the possible solution on how the physics teachers can be
retained and increased in numbers in selected secondary schools.

The research design used in this study was a descriptive case study aimed at collecting data from a
sample of a populations of teachers with positions like head teachers and those without positions like
class teachers but of course from Natural science Department. The methods of date collection used
were questionnaires, and interview. A positivist-interpretive quantitative research approach was utilized
to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a
questionnaire that was completed by Physics teachers in senior secondary schools. The data were
analyzed using descriptive statistics
The major findings revealed in this research were as follows: the shortage of physics teachers was as
the results of the three major factors ,firstly the science teachers most of them did diploma and later
upgraded into either other sciences like Biology or agriculture science or they just changed to social
sciences, secondly the lack of interest before , during or even after doing First year of a degree and the
third part is that physics is a feared by most teachers especially at degree level. The consequence are
that there is poor performance among pupils and less critical thinking. The best way to motivate
teachers is by increase the salary for physics teachers The study, based on the findings, concluded with
some recommendations that could be used to retain and increase the number of Physics teachers in
senior secondary schools

4|Page
 .

Table 4.1 Respondents age group ........................................................

Table 4.2: Highest academic qualification acquired………………

Table 4.3. subject combination.........................................................

Table 4.4: The shortage of Physics teachers (n = 40)………………..

Table 5.1:

5|Page
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This section covered the background of the study, on factors associated with the shortage of
physics teacher in secondary schools, statement of problem, purpose of the study, the objective
of the study, research question and significance of the study, limitations and delimitation of the
study, conceptual and theoretical framework, definition of terms and ended with a summary.

1.1 Background of the study.

Physics is one of the most well -known science subjects that can either stand on its own as a
science or it can be applicable in chemistry or other fields of study like geography, Biology and
Agriculture (Jansen, 2002). Mathews, (2011) assessed that there is high lack of physics interest
when the concepts are developed simple to complex and from complex to abstract. This agreed
with my perception of physics that it’s a simple course or subject at introduction but as it goes
indetail it become abstract as this may make a lot people to lack interest because its applied
mathematics.

1.1.1 Global perspective

When children are in their earliest classes, they show more interest and positive attitude towards
the science. This interest continues to grow until the mathematical concepts of Physcs are slowly
developing, then there is reduction in physics interests (Buabeg ,2015). As the results the abstract
concepts are developed when there is a change of level or grade from lower to higher and in this
way thinking capacity grows (Creswell, 2014)

The statistics have been reported and the research has focused on identifying the experience or
the factors that might explain the lack of most teachers in physics despite having more interest in
physics (Maqutu, 2003).

1.1.2 Historical understanding of the problem.

6|Page
Physics is one of the oldest academic disciplines, perhaps the oldest if the astronomy part is
included in the last two millennia, physics was a part of biology, chemistry, philosophy, and
certain mathematical branches (Shai, 2010). Historically, physics has been one of the second
most dominated analytical subjects in secondary education. Physics itself is dynamic, it changes.
And this change makes advances in technology that arises from theoretical breakthrough
(Strauss, M. 2009).

1.1.3 Current situation

Currently, there are a lot of secondary school with pupils who are able to learn physics as either a
science or itself so called pure physics. Physics is a subject that which is academically and
vocationally significant to all the pupils though it lacks enough teachers and this results into
variable results. The biased statement that physics is very difficult and is for geniuses can only
be achieved if more specialized teachers are recruited (SHAI 2010).

1.2 Statement of the problem

There has been shortage of physics teachers especially in secondary schools that has lasted for
ten years(MOE,2020) and this results in teachers with physics minors or the ones who can
remember the secondary physics, are assigned to teach teachers. MOE, (2022) explained that the
government have employed thirty thousand teachers but only ten percent of the total were
secondary teachers. Despite the government employing thirty thousand teachers, there is still a
shortage of physics teachers in secondary schools and this research proposal therefore shall
investigate the factors associated with shortage of physics teachers. This is a clear indication that
the problem exists and need to be addressed.

1.3. Purpose of the study

Tjis study aimed to investigate factors associated with the shortage of physics teachers in
selected secondary schools, and come up with the way, strategies and methods that can increase
the number of physics teachers in secondary schools.

1.4. Objectives of the study

The following are the proposed main objectives of the study:

1. To investigate the factors associated with the shortage of physics teachers

7|Page
 2. To determine the consequences of having a shortage of physics teachers in secondary
schools.
3. To generate the possible solution on how the physics teachers can be retained and
increased in numbers at selected secondary schools

1.5. Research questions

The following question will guide this research:

1. what are the factors associated with the shortage of physics teachers?
2. What are the consequences of having the shortage of physics teachers in secondary
schools?
3. What are the possible solutions of retaining and increasing the physics teachers in selected
secondary schools?

1.6. Significance of the study

The finding of this research study mighty be very useful, significant and applicable in that the
educational managers, Educational planners, policy makers and educational researcher must
consider the recruiting more physics teachers to balance the learning of the learners. It is also
hoped that this study may encourage other graduate of sciences to do a degree in Physics or
Physics with Education

1.7. Limitation of the study

The study was limited to only four selected secondary schools because of not having enough
funds and the time was not enough for movements to distance areas, the time to meet the
population and give them questionnaire forms to fill it. Due to the minimal time to spend with
the population, the researcher had to choose the three nearest accessible schools of Kalulushi
district.

1.8. Delimitation of the study

This study encompassed the objectives and research questions that the researcher adapted
including the target population. The study focussed on causes, effects and the possible solutions

8|Page
of having shortage of physics teachers in secondary schools based on the questionnaire and
interview responses. The main aim of doing this study was to remind the Government through
the Ministry of Education that the shortage of physics teachers in secondary school especially at
these four selected schools namely Kalulushi, St Marceline’s, Chavuma and Kankoshi secondary
school in Kalulushi district of Copperbelt province of Zambia still existed.

1.9. Conceptual and Theoretical flame work

This study elaborated more on the causes, effects and possible solutions of having shortage of
physics teachers based on the question responds on the participants. Physics teachers are more
professionally trained and can be able to explain various concepts such as simple, complex,
concrete and abstract.

10.Definition of terms in the study

Abstract concepts: these are concepts taken from a wider thought of general ideas rather than
real things and events.

Physics: This is the science that deals with the properties of matter and energy (Nation,
I.S.P ,2001)

Professionally trained: acquisition of knowledge, skills and experience for operating as an

expert in a particular field or area of specialization

(Gay, L.R,2006)

Millennia: is the plural term for millennium, and millennium Is the period of one thousand
words ((Nation, I.S.P 2001).

Reduction: The action or action of making something smaller or less in amount, degree or size
(Mathew,20)

1.10 SUMMARY
In this chapter the introduction and context of the study were presented. The significance of the
study was stated. This was followed by the problem statement, questions and hypotheses. The
aims and objectives of the study were presented. These were followed by the research design and
methods. The ethical considerations, limitations and delimitation of the study were outlined.
Lastly, the relevant concepts in the study were clarified, followed by a presentation of the
contents of each chapter.

9|Page
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter addressed the following subtopics, namely the Causes, Effects and solutions of
having a shortage of physics teachers at three secondary schools in Kalulushi district of Copper
belt province in Zambia. This chapter examined the similar studies that are reported on the
reasons why there is a shortage of specialized physics teachers, how they can be retained, and
their number increased.

2.1 causes of having shortage of physics teachers

This first objective summarized causes of the scarcity of physics teachers in secondary schools
from theoretical view namely lack of interest, its abstract, and many more Firstly the lack of
interest in physics; according to Buabeg (2015) explained that a lot of student teachers or even
teachers who have done mathematics and physics diploma though they cannot upgrade for a
physics degree, masters or PHD program due to lack of interest in the content of physics
programme called pure physics instead others deviate into educational physics. Secondly physics
has got abstract concepts especially when you are in a limited rural area, It might be very
difficult to use lCT to teach and there are limited job opportunities for people who study physics
(Vegas, 2005) .Thirdly ,the admissions of students in physics goes down every year . According
to Cleaves (2017), the number of physics graduates has been declining over the years, leading to
a shortage of physics teachers, this has been the same observation that the researcher had when
he just repoted for first year at the university. The observation was that the second years were
ten,third years were six , fourth years were seven and these were only regular students..

2.2 The effect of having shortage of physics teachers

Shortage of Physics teachers have had a lot of negative effects and these included the low
quality of education, lack of full scientific skills, can reduce interest in new discoveries and can
make STEM schools lose its values.

10 | P a g e
Low quality means that the quality of education is downgraded especially in physics where by
the administrators give permission to substitutes teachers or teachers with either less specialty or
no physics specialization (Sadovnik, 2001). The other effect is that it can lead to less scientific
skills and these are skills learnt especially by a physics teacher to deliver nicely the pedagogical
content knowledge PCK and content during a lesson or a practical. Some of these skills can be
communication skill, a pupil will be communicating the scientific language, reading skill
especially when collecting Data from various instruments like taking readings from the
laboratory instruments. Thinking skills are also developed in pupils in that they think widely and
able to come up with theories (Rundquint ,2009). Lack of Physics teachers can result into less
researches and discoveries, pupils are not well equipped well, instead the memorization of
definitions and calculations that dismantles the critical thinking and hence dependence on
memorizing repeated education without coming up with new ideas discoveries and theories as
experiments and projects are done. It can also lead to less interest in Science Technology
Engineering Mathematics (STEM) schools and this will affect potentials pupils who would like
to do engineering courses not to do because they lack physics concepts (snider,2013).

2.3 Possible solutions to scarcity of Physics teachers

There are various solutions that can be implemented top address the shortage of physics teachers
in secondary schools. Firstly, by increasing incentives for physics teachers that is to increase the
salaries for Physics attract more teachers to join in teaching and also retain those who have had
the passion for physics but because of less funds. The second one is by offering the professional
development opportunities such taking physics teachers for further studies so that they may gain
much confidence, knowledge and improve in skills. In school, there is need to introduce career
guidance so that pupils are taught in details about Physics courses and how it is helpful to
engineering courses (Cornell University, 2011). Many learners find physics to be a difficulty
subject while others think it is not neccessary (, Mathews,2011., Gold,2006).

Research Gap

The issue of having shortage of physics teachers is the problem that is being faced globally, in
African, country wide specifically Zambia, Copperbelt province, kalulushi district. Some
researchers such as Gold, (2006) and Rundquist, (2009) have had researched on the case of
shortage of physics major teacher, specialized physics teachers and there finding only based on

11 | P a g e
the causes and the solutions to the case in different parts of Zambia and the other researcher in
Swaziland. Therefore, this research concentrated on the cause, effects, possible solutions to
scarcity of physics teachers at four major secondary schools namely: Chavuma, Kalulushi,
Kankoshi and St Marceline’s in Kalulushi district.

12 | P a g e
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

The research methodology will be regarded as the framework that shall identify all the research
procedures that will be used to collect and analyse data on the factors associated with the
shortage of specialized physics teachers in secondary schools and the methods of collecting data,
how they can be retained and their numbers can be increased.

3.1Research approach

This proposed research will use the mixed approaches which is quantitative and qualitative. The
survey of physics teachers will be conducted over in four different Secondary schools to gather
the information over the shortage, retain and ways of increasing the number of physics teachers

3.2 Research Design

This study will use a descriptive study research design to investigate factors associated with the
shortage of physics teachers in secondary schools. A descriptive research design is appropriate
because it seeks to describe the characteristics of a particular population or phenomenon. The
research will use both quantitative and qualitative data collection methods. The quantitative data
collection methods will be questionnaires while the qualitative data collection methods will
include interviews.

3.3Location of research

This research will be done in kalulushi district at four selected schools and these are Kalulushi,
Kankonshi, Chavuma and St Marceline’s secondary schools of Copperbelt province and this will
reduce the costs because these schools are near to home.

3.4 Study sampling population

13 | P a g e
The population of this study will consist of secondary school physics teachers, Head of
Departments (HODs ), and the Head Teacher then the stratified random sampling technique will
be used to select participants from the population.

3.5Sampling techniques

The sample size will only be 40 participants that will be 10 teachers from each school and this
will be done using a criteria sampling methods,

3.6 Data collection instrument

The instrument that will be used is the descriptive approach which shall have use both
quantitative and qualitative approach. The other instruments are the participants, questionnaires
form and interview

3.7 Data Collection Procedures

Data will be collected through the use of questionnaires and interviews. Questionnaires will have
closed ended questions that will be used to collect quantitative data from thirty-two
physics(science) teachers only. The interviews will be conducted with a sample of eight
participants and will be used to collect qualitative data from head teachers, Deputy Head teachers
and HODs, Natural sciences. The interviews will be semi-structured, allowing for in-depth
exploration of the factors associated with the shortage of physics teachers in secondary schools.

3.8 Validity and Reliability

To ensure the validity of the data, the researcher will use multiple data collection methods, such
as interviews, questionnaires, and focus group discussions. The researcher will also ensure that
the participants understand the research questions and are aware of the objectives of the study.
To ensure reliability, the researcher will use standardized questionnaires and ensure that the data
collection process is consistent across all participants.

3.9Data Analysis Techniques

The data collected will be analysed using descriptive statistics such as mean, mode, and standard
deviation. inferential statistics such as chi-square tests, t-tests, and ANOVA will be used to

14 | P a g e
determine relationships between variables in this case why do we have shortage of physics
teachers in four selected secondary schools over the recruited physics teachers for the past five
years. Qualitative data will be analysed using content analysis. the data analysis process will
involve data reduction, data display, and drawing conclusions.

3.10 Ethical Considerations

To ensure ethical considerations are upheld, the researcher will obtain informed consent from all
participants before data collection. The researcher will also ensure that the participants' privacy
and confidentiality are protected, and the data collected will be used for research purposes only.

15 | P a g e
 CHAPTER 4
THE PRESENTATION AND ANALYSIS OF THE DATA

4.0 INTRODUCTION

In the previous chapter, the methodology explained the methods of collecting data and
ethical consideration. In this chapter the researcher presents the data and its analysis.
The opinions were obtained through a questionnaire focusing on the on the reasons
causing Physics teachers’ shortage, how they can be retained, and their numbers
increased in Selected secondary schools of Kalulushi District. In this study the
researcher used descriptive study method and qualitative content analysis study
method.

4.3 4.2 DATA-ANALYSIS AND PRESENTATION

According to Cohen et al. (2000:147), data-analysis involves the organising, accounting

for and explaining of the data. In retrospect, the research approach for the study was
quantitative. Quantitative research relies heavily on numerical data in reporting results
(Maree, 2007:255). The study employed descriptive statistics to summarise and present
the data. McMillan and Schumacher (2010:149) contend that “…the use of descriptive
statistics is the most fundamental way to summarise data, and it is indispensable in
interpreting the results of quantitative research”. Descriptive statistics described the
opinions of the Physics teachers in the sample and this is acceded to by Ross
(2005:31). The Statistical Package for the Social Sciences (SPSS) was used to analyse
the data obtained from the Physics teachers.

In this study descriptive statistics was used to summarise, organise and reduce large
numbers of observations extricated from the teachers’ questionnaires. The statistics
transformed a set of numbers or observations into indices that described or
characterised the data.

16 | P a g e
Descriptive analysis encompasses univariate analysis (De Vos et al., 2002:225).
Univariate analysis would be employed to summarise the data on a single
characteristic or variable, which is the dependent variable, e.g. mean, median,
mode, standard deviation, frequency distribution and percentages (McMillan &
Schumacher, 2010:151; Ross, 2005:31). In order to determine the significant
differences by strata, a t-test is used which compares the means (Bluman,
2006:448).

The following are some examples where descriptive data analysis was used in the
questionnaire:

The t-test was used on the strategies to the shortage, retention and increase in
the number of Physics teachers; the mean and standard deviation were applied
to all the factors in the questionnaire for sections B, C and D; the Pearson’s
Product Moment Correlation Coefficient was used on the factors impacting on the
shortage, retention and increase of the number of Physics teachers.

4.2.1 DESCRIPTIVE ANALYSIS OF THE QUANTITATIVE DATA

The descriptive analysis of data entails mainly expressing the results from the
sample in numbers and percentages. A total of 40 questionnaires were collected

In this section the biographical data of the respondents, the reasons for the
shortage of Physics teachers, the strategies that can be used to retain them, and
the strategies that can be used to increase their numbers, including the statistical
analysis are discussed.
In the section that follows the biographical data of the respondents was discussed.

4.4.1.1 Section A: Biographical data

17 | P a g e
Questions 1 - 4 are related to the personal particulars of the respondents, namely
their gender, highest academic qualifications, age range, subject majors. The
purpose of the biographical information was to gain insight into the biographical
information of the Physics teachers in kalulushi district in zambia. This data were
used to ascertain if the teachers were really qualified to teach Physics in senior
secondary schools.

Gender
Male Female

25 %

75 %

Figure 4.1: Graph of respondents by gender

From the graph (figure 4.1) it can be seen that the highest response to the
questionnaire came from the male participants (75%), as opposed to the female
respondents (25%) who teach Physics. This is in agreement with the belief that
Physics is portrayed as a man’s world (58.9%), as reflected in the state being
one of the reasons for the shortage of Physics teachers. The learners’ attitude
towards Physics is reflected in the outputs in Howie’s model. Therefge them to
pursue it at tertiary level.
Respondents by Age

18 | P a g e
Table 4.1 Respondents age group
Age group number Percentage
25-30 6 15%
31-45 27 67.5%
46-50 6 15%
Above 50 1 2.5%

The table 4.1 indicates that 15% of the respondent were both aged from 25-30 years
and 46-50 years, 67.5% were aged between 31-45 and only one respondent was above
50 with 2.5%.
The information of the age of respondents indicates that the study captured the
respondents of all age group including young age, middle age and adults in age.

Table 4.2: Highest academic qualification acquired

Qualifications Female Male Total

Diploma 2 3 5

Barchelors Degree 7 27 34

Master’s Degree 0 0 0

Doctorate (PHD) 0 1 1

TOTAL 9 31 40

19 | P a g e
 It was noted that noted that Physics teachers that the majority of the
respondents (85%) possessed a Bachelor’s degree as the highest qualification
though there was one teacher who is a diploma holder from one secondary and a
retired university PHD holder from one secondary school. In order to teach at the
senior level, policy requires that the teachers should at least a degree. In the
local context, the majority of the respondents hold a degree, but this does not
imply that they have the relevant qualification to teach Physics, since MOE
deployed non-specialist teachers to teach Physics (Magagula, 2010:15; Annual
Performance report for MOE, 2019/2020). The percentage of diploma (13%)
holders which is not agreeing to the policy of the shortage of Physics teachers
with a Bachelor’s degree in Science. In fact, diploma holders are trained to teach
at junior secondary level only.

Table 4.3

Subjects combination Females Males

Physics/chemistry 1 3

Physics/mathematics 0 2

Chemistry/physics 1 5

Mathematic/physics 0 5

Mathematics/chemistry 0 6

Chemistry/biology 1 3

Biology/chemistry 5 2

Agriculture science/biology 0 1

Biology/agriculture 1 0

Chemistry/mathematics 0 4

20 | P a g e
This study illustrated that, the majority of the respondents (30%) majored
chemistry and physics, mathematics and chemistry or mathematics and Physics.
Since the majority have degree holders, they have done natural sciences during
their undergraduate level at university, and are qualified to teach the subject at
senior secondary level.

4.2 SECTION B: the shortage of physics teachers from the questionnaires

In this part of the analysis of the descriptive data, statements were formulated
regarding the factors that influence the shortage of Physics teachers. This was meant to
address the first research question as reflected in chapter 1 of this study.

The respondents were asked to state the extent to which they agree or disagree
with each statement listed in Table 4.11 which reflects their opinion according to
the scale that follows:
Table 4.4: Factors associated with the shortage of Physics teachers (n = 40)

Factors associated with lack of Physics mean Standard SD D N A SA

teachers deviation 1 2 3 4 5
Lack of interest in physics 3.47 0.1656 5 15 20 48 12
Difficulty to teach physics without 3.61 0.1329 2 16 22 39 21
practicals
Not more than two female teachers for 4.01 0.1958 1 6 14 49 30
physics
Mathematical concepts make physics 3.07 0.09354 20 26 4 27 23
very abstract
From the table , the factors associated with the shortage of physics teachers shows a minimal
mean difference which implied that the factors given were similar and reliable.

Table 4.5: The consequences of having a shortage of physics teachers

Consequences of lacking physics mea Standard SD D N A SA

21 | P a g e
 teachers n deviation
Work overload is too much 2.16 0.143 3 14 13 36 34

Poor performance 2.26 0.15636 3 26 6 24 41

Less critical thinking 2.77 0.1478 12 23 4 42 29
From table 4.5, the two factors were precise in that they were closer to each other unlike

Table 4.6 The possible solutions of retaining and increasing the physics teachers in selected
secondary schools

Possible solutions of retaining mean Standard SD D N A SA

and increasing of physics deviation 1 2 3 4 5
teachers
The Government to increase 4.45 0.2562 0 1 3 46 50
salaries
Priotize physics teachers during 4.26 0.22405 0 2 10 48 40
recruitment.
All physics teachers to be 4.21 0.22080 1 2 10 49 38
employed
Increasing physics majors 3.58 0.1463 12 20 0 34 34
admission inuniversities
The data shows clearly that most of the respondents were agreeing because the standard
deviation shows that there thought were almost precise in talmost all the table. Most of them
strongly agree that there is the shortage and most of them suggested that an incentive in the
form of salary increament must be implement and also deploying all physics teachers with
degrees

4.2.2 QUALITATIVE ANALYSIS OF THIS STUDY FROM THE INTERVIEWS

The Qualitative part of this study was done through one on one interview and the interview
guide had the questions which answers the main objectives in chapter one. The number of

22 | P a g e
interviews that were conducted where eleven in which four where for Heads of Departments,
Four Deputy head teachers and three head teachers from different four secondary schools.

How many specialized physics teachers do you have at your school?

This question was asked to the heads of Departments, Head teachers, and the deputy head
teachers and the researcher was able to record all the information given.

Four respondents said they do not have any specialized physics teachers and in their
explanation they said only those who teach chemistry, mathematics and biology help in
teaching physics.

Two respondents said they had one specialized physics teacher while three respondents said
that they had two specialized physics and they said these are the only physics teachers.

Respondent 2 said that they are Four (4) specialized physics teachers while respondent 7 said
they are (3) physics teachers and they said these teachers are enough to teach all the physics
classes. At these four schools, three schools were offering pure physics while the other school
did not.

The factors that contribute to the shortage of physics teachers

The respondents were eleven and each respondent had an encounter on a one on one
interview. This implies that the researcher had a good time for the interview of eleven
respondents.

Three respondents said that physics is very difficult to understand in that some concepts which
are taught are very abstract and the other respondent said that it is perceived to be a very
difficult subject very easy to memorize but difficulty to get a clear picture of what they are
talking about. In short application is mostly not visualized.

Two respondents said that the science teachers especially diploma and certificate holders shun
to go for physics degree program instead they deviate in social sciences like religious education,
civic education and history and yet they have a science background. The respondents further
explained that just after test one results are out, the mind these science teachers shift from

23 | P a g e
their program to other programs of study. They have the fear that they will fail some courses in
science degree program during examination.

Respondent one said they have bad attitude towards physics and they don’t pay particular
attention. They have not noticed whether physics is difficulty or not but what these kind do is to
focus on what they are doing and mostly they lack interest. Their attitude toward physics is very
bad in that they think it in the aspect of it being difficulty but the salary is just or almost the
same. Respondent one also explained that most science teachers at their school have not gone
for degree, hence it’s the challenge to have specialized physics teachers.

Respondent 10 said that physics is mostly taught by men so female feel discouraged. There are
some other men who consider their fellow men to be more brilliant than them so they are also
discouraged if they see a course fear even by some brilliant students or teachers.

Respondent 11 said that physics have mathematical concepts so doing it at degree seem to be
very complex if they saw some mathematical concepts at physics diploma because mathematics
is the feared subject. Respondent 11 also said that those people who have upgraded for their
degrees, there salaries have not being upgraded instead they spend some time up to ten years
in order to get salary upgrade.

Effects of shortage of physics teachers

Five Respondents said that the effect of insufficient physics teachers is poor performance
among pupils, teachers and even heads of department. Poor performance in delivering the
lesson can make the subject very difficult to explain concepts.

Six respondents said that the effect is work overload and this might result in less application of
the subject. Also there is less critical thinking as the result, trainee find it difficult to study
physics.

Have you received physics teachers for the past five years ?

This was a very important question even though it had a yes or No answer.

24 | P a g e
Six respondents said they have not received any physics teachers for the past five years while
three respondents said that they received only one and that is one from each of the two
schools. Two respondents from the same school said they have being coming but they don’t
spent time hence they always go.

How is the perception of physics to both learners and teachers?

Most Respondents in fact nine of them responded that physics is very difficult to both learners
and teachers. Teachers do not understand what they are teaching and learners don’t really
understand what they are taught and this is due to mathematical concepts because teachers
especially females fear mathematics.

Only two respondents, one respondent perceived it to be a very simple subject to teach and
interesting in that the pupils which this respondent teach get to know it better and understand
each topic. The respondent said that physics is interest and able to be picked up at any point
because most of the topics are independent and less pre-requite concepts. The other
Respondent said it depends with the topic, there are some topics which are very simple to
teach and learners can understand and there are very abstract topic which learners cannot
understand but the teachers understands very well what he or she is teaching.

Do you need more physics teachers and why?

All the respondents said yes and they gave similar reasons. Most of the respondents said in
order to lessen the work load,to have critical thought about topics especially when u are many
that is improving in critical thinking and broadening the mind with abstract physics concepts,
for learners to appreciate the relevance of physics and to introduce more physics skills because
specialized physics teachers are needed.

Possible strategies to retain physics teachers and suggestions to the government over this
matter.

Most of the Respondents had a similar answer which is increasing the salary for physics
teacher. The respondents said if there is that difference, people can be inspired to study physics
degree. Except for three respondents said that the Government need to recruit more teachers

25 | P a g e
by making physics teachers to be the first priorities. They also said the universities to admit at
least a good number of physics and by also deploying all physics teachers if there is re-
enumeration.

CHAPTER FIVE

DISCUSSION OF FINDINGS

5.0. INTRODUCTION

In the previous chapter, the researcher presented data according to the information which was
collected during the data collection. But this chapter discusses the finding which were collected
and analyzed using descriptive analysis of quantitative and content analysis of qualitative.

This chapter discusses all the findings mentioned in chapter four and analyze each subtitle and
this study chapter will have three main sub-titles of qualitative study namely: factors associated
with shortage of physics teachers, consequences of having a shortage of physics teachers and
to generated the possible solutions and retaining of physics teachers.

DISCUSSION OF QUANTITATIVE FINDINGS

TABLE 5.1 CHI SQUARE TABLE

Qualification Female Male Total

Diploma 1.125 3.875 5

Bachelor’s Degree 7.65 26.35 34

Master’s Degree 0 0 0

Doctorate(PHD) 0 0.775 0.775

Total 8.775 31

26 | P a g e
 The chi square value was performed and it came out as 0.901 and its p value was greater that
the chi square which is 1.06 and this implies that the null hypotheses is not rejected. In this case
the information the female teachers from Natural science gave was similar to the ideas of male
sciences teachers also had given, so this case the results are validy.

THESE

Factors associated with the with the shortage of physics teachers in four selected secondary
school

The respondents were eleven and each respondent had an encounter on a one on one
interview. This implies that the researcher had a good time for the interviews of eleven
respondents.

Three respondents said that physics is very difficult to understand in that some concepts which
are taught are very abstract and the other respondent said that it is perceived to be a very
difficult subject very easy to memorize but difficulty to get a clear picture of what they are
talking about. In short application is mostly not visualized the respondents said that he did
physics at degree level but he elaborated that physics is just very diffuilty to understand. The
respondent said its easy to teach , formulating noted buts this only trained the learners to
memorise which gave me an agreement to what the respondent said; this reminded me of the
way I have memorized definitions like a force is a pull, push and twist of a material, little do I
under the definition but I know how to solve. From chapter 2 , the researcher stated that the
subject is very difficult to understand because less application of real object and real life
situation and these two are collating and are similar to each other that physics is difficulty to
understand (dlamin ,2015). But in my own perspective I analyzed and said that physics is very
simple to understand, but it just needs enough time to get to know it better. I really agree to
the respondents and the Literature review

Two respondents said that the science teachers especially diploma and certificate holders shun
to go for physics degree program instead they deviate in social sciences like religious education,

27 | P a g e
civic education and history and yet they have a science background. The respondents further
explained that just after test one results are out, the mind these science teachers shift from
their program to other programs of study. They have the fear that they will fail some courses in
science degree program during examination. This is very true in that from the literature review ,
according to buaberg (2012) said that students who have done mathematics or Physics at
diploma level fails to upgrade to physics degree due to the lack of interest in the content of
physics , yet they deviate to physics education or even languages or social science researchable
courses like psychology or sociology. This has been a very true and real situation in that
teachers who have done diploma courses especially in science , once they are deployed by the
Government, the thoughts of upgrade shrinks due to the rumours head and one of the rumours
is that salary is not upgraded fast if you this time and physics degree itself is very difficult hence
the interest completely stops and shrinks.

Respondent one said they have bad attitude towards physics and they don’t pay particular
attention. They have not noticed whether physics is difficulty or not but what these kind do is to
focus on what they are doing and mostly they lack interest. Their attitude toward physics is very
bad in that they think it in the aspect of it being difficulty but the salary is just or almost the
same. Respondent one also explained that most science teachers at their school have not gone
for degree, hence it’s the challenge to have specialized physics teachers. From the literature
review this factors does not reflect but it very important that the attitudes to one physics is very
bad. The attitudes of some others teachers towards physics agreed with my thought that
despite computing and calculating abstract concepts, still the salary for degree programs is just
the same. Such kind of teachers teach pupils to pass not to learn in the sam way physics is
treated as a strange subject only to be taken by those people who have no time to money.

Respondent 10 said that physics is mostly taught by men so female feel discouraged. There are
some other men who consider their fellow men to be more brilliant than them so they are also
discouraged if they see a course fear even by some brilliant students or teachers. Sometime,
physics was consider to be a very difficult subject this reduced the participation of most of
physics and the ratio of male to female Is not a good proportion (simelane,2012).Davis (2006)
said that most of the people who teach physics are men and a few number of females are the

28 | P a g e
one who tries to teach physics or those who manages teaching physics as this give the
challenge to females. The idea of physics as a subject or a course dominated by men is very
true in that less women like calculations like in our intake we only have two ladies which is not
a good proportion to us men who are twenty two. Competition with other fields: Physics
graduates have ample opportunities in industries such as research, technology, engineering,
and finance, where they often receive higher salaries and better benefits compared to teaching
positions. This competition for physics talent diverts potential teachers away from secondary
school teaching

Respondent 11 said that physics have mathematical concepts so doing it at degree seem to be
very complex if they saw some mathematical concepts at physics diploma because mathematics
is the feared subject especially by female Teachers or female students. Respondent 11 also said
that those people who have upgraded for their degrees, there salaries have not being upgraded
instead they spend some time up to ten years in order to get salary upgrade and despite doing
physics with its complexity still the salary is not upgraded at that particular moment of
graduation or that period of degree completion. This is somehow true because it has
discouraged people to upgrade or do physics instead they prefer doing simple course that does
not give them headache.

Respondent 5 Geographic disparities: The shortage of physics teachers is often more acute in
certain regions, particularly rural setting school like kankonshi and this place has low-income
areas. These areas may struggle to attract and retain qualified teachers due to factors such as
lower salaries, limited resources, and challenging working conditions. Qualified teachers with
degrees go in town to look for conducive places

Limited supply of qualified physics teachers: There is often a scarcity of individuals with
specialized qualifications in physics and teaching credentials. Not many people pursue
advanced degrees in physics, and even fewer choose to become teachers. This limited pool of
qualified candidates can contribute to the shortage.

29 | P a g e
Respondent Two said that the Low enrollment in physics education programs in universities
Fewer students are enrolling in physics education programs at the college level. This trend
reduces the number of individuals entering the teaching profession with a physics
specialization. Factors such as the difficulty of the subject, perceived lack of job prospects, and
other career opportunities in physics-related fields might discourage students from pursuing
physics education programs.

Inadequate retention strategies: Even when schools manage to hire qualified physics teachers,
the retention rate can be low. Physics teachers may experience burnout due to heavy
workloads, lack of support, limited professional development opportunities, or inadequate
compensation. Insufficient retention strategies contribute to the shortage by leading
experienced teachers to leave the profession. Geographic disparities: The shortage of physics
teachers is often more acute in certain regions, particularly rural and low-income areas. These
areas may struggle to attract and retain qualified teachers due to factors such as lower salaries,
limited resources, and challenging working conditions.

Addressing the shortage of physics teachers requires a multi-faceted approach. Potential

solutions may include:

what are the consequences of having a shortage of physics

Reduced access to quality physics education: With a shortage of physics teachers, schools may
struggle to offer an adequate number of physics courses or may have to increase class sizes.
This can limit students' access to quality physics education, depriving them of the opportunity
to develop a strong foundation in the subject.

Decline in student interest and enrollment: A shortage of physics teachers can negatively
impact student interest and enrollment in physics courses. Without enough qualified teachers
to inspire and guide students, fewer students may choose to pursue physics at advanced levels,
leading to a decline in enrollment in physics programs and potentially affecting the overall
interest in scientific careers (Brown & Jones, 2020).

30 | P a g e
Decreased academic performance: The lack of qualified physics teachers can lead to a decline in
students' academic performance in the subject. Inadequate instruction and limited support can
result in lower achievement levels, reduced understanding of fundamental concepts, and
limited preparation for higher education or careers in physics-related fields.

Increased workload for existing teachers: In schools facing a shortage of physics teachers,
existing teachers may have to take on additional responsibilities, such as teaching extra physics
classes or subjects outside their areas of expertise. This increased workload can lead to teacher
burnout, reduced effectiveness in instruction, and overall strain on the education system.

Impact on STEM education initiatives: Physics is a key component of STEM education, and a
shortage of physics teachers can undermine efforts to promote STEM education initiatives.
Without a strong foundation in physics, students may be less prepared to pursue careers in
science, technology, engineering, and mathematics, limiting their future opportunities in these
fields.

Widening achievement gaps: A shortage of physics teachers can exacerbate existing

achievement gaps among different student populations. Schools in low-income areas or rural
regions may face more significant challenges in attracting and retaining qualified teachers,
resulting in disparities in access to quality physics education and perpetuating existing
inequities in educational outcomes.

Implications for scientific research and innovation: The shortage of physics teachers can have
broader societal implications. Without a sufficient supply of well-trained physics graduates,
there may be a shortage of individuals entering scientific research and innovation fields. This
can impact technological advancements, scientific discoveries, and economic development in
physics-related industries.

Addressing the shortage of physics teachers is crucial to mitigate these consequences and
ensure that students receive quality physics education. By implementing effective recruitment
and retention strategies, providing adequate support and professional development
opportunities, and promoting the value of teaching, it is possible to improve the situation and
foster a strong pipeline of qualified physics teachers.
31 | P a g e
Generating the possible solutions to this problem

Incentives, such as reinforcement, constitute ‘process’ in Scheerens’ (1990) model and ‘school
climate’ in the Heneveld and Craig (1996) model. Recruitment for Physics teachers should start
at the school level by providing incentives to learners who aspire to be Physics teachers, as
alluded to by the majority of the respondents in this study who strongly agreed or agreed
(87.3%) with this view. This could, for example, come in the form of projects with the provision
of funding for those who excel in Physics.

The respondents strongly agreed to the decrease of periods accorded to Physics at high school,
the provision of training during holidays together with incentives or credits, provision of
incentive packages for undergraduates to consider Physics teaching, the establishment of a
Physics education research faculty, and the checking of the affective domain for Physics
learners in order for them to develop an interest in Physics to increase the number of Physics
teachers.

The respondents also agreed to the encouragement of girls to enrol in Physics courses, the
provision of incentives for learners who aspire to be Physics teachers, a review of the teaching
strategies at high school and tertiary institutions, the involvement of learners in Physics-
oriented educational trips, a review of the entry requirements for learners who intend to major
in Physics at tertiary level, an increase in the number of colleges that offer Physics, a request for
Physics lecturers to teach high school Physics, the incorporation of Physics education in all the
years of training at tertiary level in the Bachelor of Science programme, the encouragement of
chemists and biologists to study Physics, the funding of prospective Physics teacher by
companies, the provision of scholarships and awards to encourage learners to pursue Physics
education, the provision of more grants by the government for further studies, and the support
and promotion of distance learning in order to increase the number of Physics teachers in
senior secondary schools in Swaziland. The findings in this study on how to increase the
numbers of Physics teachers are in agreement with the reasons reflected in the literature
review.

32 | P a g e
Scholarships and incentives: Provide financial incentives, such as scholarships or loan
forgiveness programs, to attract individuals to physics education programs and encourage them
to pursue teaching careers (National Commission on Teaching and America's Future, 2018).

Partnerships with universities; Collaborate with universities to establish recruitment pipelines,

where physics graduates are encouraged and supported to enter the teaching profession;
Competitive salaries and benefits: Offer competitive compensation packages to attract and
retain physics teachers, ensuring they are on par with other professions that physics graduates
might pursue (The Physics Teacher, 2012).

Supportive work environments: Create a supportive and collaborative work environment for
physics teachers, including mentorship programs, professional learning communities, and
opportunities for collaboration and networking.

Reduced administrative burden: Minimize administrative tasks for teachers, allowing them to
focus more on instruction and student engagement. Ongoing training and support Provide
regular professional development opportunities to help physics teachers improve their
pedagogical skills, stay updated with the latest research and teaching practices, and foster a
community of continuous learning.

Collaboration and mentorship: Facilitate collaboration and mentorship programs where

experienced physics teachers can guide and support new or less experienced teachers.

Access to resources: Ensure physics teachers have access to quality instructional materials,
technology tools, and laboratory resources to enhance their teaching effectiveness.

Collaboration with industry and research institutions: Forge partnerships with industry
organizations and research institutions to create opportunities for physics teachers to gain real-
world experience, access to cutting-edge research, and connections to professionals in physics-
related fields.

Alumni engagement: Engage with physics education program alumni who have pursued
successful careers in physics-related fields to inspire and mentor aspiring physics teachers.

33 | P a g e
Incentives for rural and underserved areas: Offer additional incentives, such as relocation
bonuses, housing assistance, or loan forgiveness programs, to attract physics teachers to rural
or underserved areas.

Targeted professional development: Provide targeted professional development opportunities

and resources specifically designed to support physics teachers in geographic areas facing
shortages Public awareness campaigns: Promote the importance and impact of physics
education through public awareness campaigns, emphasizing the role of physics teachers in
inspiring future scientists, engineers, and innovators. Showcase successful physics teachers:
Highlight success stories of physics teachers and their contributions to the field, showcasing
teaching as a fulfilling and impactful profession.

Strengthening partnerships: Collaborating with universities, research institutions, and industry

partners to create pathways for physics graduates to enter the teaching profession and provide
support to physics teachers. Addressing geographic disparities and Promoting the value of
teaching: Implementing strategies to attract and retain physics teachers in underserved areas,
such as offering relocation incentives, loan forgiveness programs, and targeted professional
development opportunities. Raising awareness about the importance of physics education and
the fulfillment that comes from teaching, emphasizing the societal impact and potential for
inspiring future scientists and engineers.

34 | P a g e
 CHAPTER SIX

SUMMARY, CONCLUSION AND RECOMMENDATION

6.0 Introduction
This chapter presents the summary of the study, findings, conclusions and recommendations for
improvement on the factors associated with physics teachers in Secondary schools in Zambia and this
chapter includes also suggestions for further research .

6.1 summary of empirical finding

Descriptive statistics was used to analyse the data. Different statistical techniques were used in
the analysis of the data. A total of 40 (91.3%) questionnaires out of 50 were collected from the
sample of Physics teachers. The t -test was computed to compare the means for the strategies to
retain and increase the number of Physics teachers and finally the mean and standard deviation,
were also computed

6.1 .1 Biographical data

The majority of the teachers who responded to the questionnaire were male teachers (75%), and
25% were female. This indicates that Physics is a male-dominated subject, as observed by
( Politis et al. 2007).. Most of the respondents (80.4%) possessed a Bachelor’s degree as the
highest academic qualification, and are thus , most of them are qualified to teach science at
senior secondary level. Due to the shortage of specialist Physics teachers at senior secondary
level, diploma-holders are occasionally (13%) assigned to teach at this level, although they are
not qualified for senior secondary education. The respondents with relevant qualifications
(44.6%) majored in Mathematics and Physics, and are qualified to teach at senior secondary
level.

35 | P a g e
Only 25.5% of the respondents had their teaching experience in general lying between 0-
5 years and they are a majority in this category. They cannot be regarded as experienced
in teaching Physics. In general, the data indicated that the majority of the teachers
(74.5%) have an overall experience of 10 years and more, and have the required teaching
experience. This does not mean that the accumulated experience is in respect of teaching
Physics. Respondents who had taught Physics within the range of 0-5 years constituted
41.6% in the category of experience teaching Physics at senior secondary school. The
respondents with 10 years or more experience (58.4%) have sufficient experience in
Physics teaching. The majority of the respondents (36.3%) studied Physics up to the 4 th
year at tertiary level and have sufficient Physics content knowledge. The number of
those who did Physics up to Year 1 (33.9%) is quite high and a concern, since they do not
have sufficient content knowledge to teach at this level. Most of the respondents (67.1%)
who studied towards a secondary Science education degree at tertiary institutions are
relevant for the senior secondary level. This means Physics is taught mostly by qualified
teachers.

The study identified several significant factors associated with the shortage of physics teachers
in secondary schools. Firstly, inadequate incentives and compensation packages emerged as a
key issue. The salary structure for physics teachers was found to be less competitive compared to
other professions, discouraging individuals from pursuing careers in physics education.
Secondly, a lack of professional development opportunities was highlighted as a major deterrent.
Many physics teachers reported limited access to training programs and resources, leading to
stagnant skill sets and decreased job satisfaction. Additionally, the demanding nature of the
subject and the need for specialized expertise were seen as barriers to attracting and retaining
qualified physics teachers.

6.2 CONCLUSION

The study highlighted several factors which emanated from three research questions mentions in
chapters one the first question caters the factors that are associated with the shortage of physics
teachers in selected secondary schools of kalulushi district. These where lack of interest,

36 | P a g e
abstractness of the subject concepts, nature of the course itelf, shun to go for physics degree. The
result are less interest, and low performance by physics students, and the solutions generated are
to deploy more teachers and to have a good admission number in universities for physics
program.

i. Furthermore, the study revealed that the shortage of physics teachers was exacerbated by
the limited availability of physics education programs in universities and colleges. The
declining interest in physics among students and the resulting low enrollment in physics-
related degree programs were identified as significant contributing factors. Moreover,
the study highlighted the need for enhanced support systems, mentorship programs, and
collaboration between educational institutionsThe research findings showed that there
were.

6.3 RECOMMENDATIONS OF THE STUDY.

Based on the findings of the study, several recommendations can be made to address the
shortage of physics teachers in secondary schools:

1. Improve compensation and incentives: Implement competitive salary structures and

benefits packages for physics teachers to attract and retain qualified professionals
(National Commission on Teaching and America's Future, 2018).

2. Enhance professional development opportunities: Establish robust and accessible

professional development programs for physics teachers, focusing on updating teaching
methodologies and providing continuous support (Johnson & Anderson, 2021).

3. Strengthen physics education programs: Collaborate with universities and colleges to

promote and expand physics education programs, increase funding, and provide practical
training and internships (Brown & Jones, 2020).

4. Foster interest in physics among students: Develop strategies to generate interest in

physics at an early stage, introduce engaging and hands-on learning experiences, and
encourage partnerships with scientific institutions (Department of Education, 2022).

37 | P a g e
 5. Establish mentorship and support systems: Implement mentorship programs connecting
experienced physics teachers with new and aspiring teachers, providing guidance and
professional growth opportunities (National Commission on Teaching and America's
Future, 2018).

6. Promote collaboration between education and industry: Foster collaboration between

educational institutions and the physics industry, involving industry experts in curriculum
development and providing guest lectures and workshops (Department of Education,
2022).

7. Ministry of Education (2018) recommended that, a class should contain not more than 50
pupils but this is the era of free education where teachers have faced a lot of difficulty in
delivering physics concepts

By implementing these recommendations, policymakers, educational institutions, and

stakeholders can work together to address the shortage of physics teachers in secondary schools
and ensure a high-quality physics education for future generations

5.4.2. Recommendation for Further Study

The study was conducted only in Secondary schools in one district in an urban setting.
Therefore, it is suggested that a study should be conducted in other districts found in rural
settings in order to get a detailed information on the factors associated with the shortage of
physics teachers in secondary schools and can help to generate more solutions.

REFERENCES,
Brown, C., & Jones, L. (2020). Addressing the shortage of physics teachers: A systematic review
of interventions. Teaching and Teacher Education, 35(4), 267-283

Buabeng, I., Conner, L., Winter, D. (2015) The lack of physics teachers: “Like a bath with the
plug out and the tap half on”. American Journal of Educational Research, 3(6), pp. 721-730

Cohen, L., Manion, L. & Morrison, K. 2000. Research methods in education. 5th edition. London:
Routledge Falmer.

38 | P a g e
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and
graduate learners' mental models of physics concepts. Physics Education Research Conference,
12(1), 233-236.

Creswell, J.W. (2014) Research design: Qualitative, quantitative, and mixed methods.

3 rd edition. Thousand Oaks, California: Sage Publications

Department of Education. (2022). Supporting physics education: Recommendations to address

the shortage of physics teachers. University of Zambia. Lusaka, Zambia.

Gold, L.( 2006) Help (desperately) wanted: Physicists address nationwide shortage of

qualified Physics teachers.

Accessed 15/08/2023 at www.news.cornell.edu/stories/June06/LEPP.teachers.html

Johnson, M., & Anderson, R. (2021). Enhancing professional development opportunities for
physics teachers. Physics Education, 56(3), 210-225

National Commission on Teaching and America's Future. (2018). The shortage of physics
teachers in secondary schools: Implications for education policy, USA.

The Physics Teacher,(2012) Female representation by type of class. The Physics teacher 50(2):90.
Accessed 15/08/2012 at http://adsabs.harvard.edu/abs/2012PhTea..50...90

Rundquist, J. (2009). New Jersey teachers shift to Physics to address shortage. Accessed
11/03/2023 at http://www.nj.com/news/index.ssf/2009/10/teachers_making-tophysics.html

SHAI,(2010). The shortage of physics teachers. Accessed 11/03/2023 at

http://physttr.org/2010/07/27/the-shortage-of-physics-teachers/

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational

researcher, 15(2), 4-14.

Smith, J., & Johnson, A. (2019). Factors contributing to the shortage of physics teachers in
secondary schools. Journal of Education Research, 45(2), 78-92.

39 | P a g e
Sneider, C., & Bar, V. (2013). A vision for science education. Educational leadership, 70(1), 38-
41.

Vegas, E. (2005.) Incentives to improve teaching: Lessons from Latin America. The World Bank.
Washington D.C. 13(3):266–279.

APPENDICES

Appendix A

Questionnaire for physics teachers

Dear Respondent,
I am a third year student at Mukuba University doing bachelors Degree of Education in Physics
and Mathematics. I am conducting a research in Educational Research (EDU 300) as part of my
degree program requirement. My research is focussing on the factors leads to the shortage of
physics teachers at Chavuma, Kalulushi, St Marceline and Kankoshi secondary schools of
Kalulushi District.
You have been selected to be among the respondents. Kindly answer the questions as open as
possible. Be assured that all the information which will be given in this research is strictly
confidential and intended purely for academic purposes only.
Thank you in advance

40 | P a g e
Mark Good Chama(Student)

INSTRUCTIONS:
1. Do not write your name on the questionnaire
2 Please tick or write down the appropriate answer in the answer spaces
provided.
2. Answer all the questions
SECTION A: BIOGRAPHICAL DATA
1. Gender Male ( ) Female ( )
2. Age Range 25-30 ( ) 30-45( ) 45-60( ) above 60( )
3Highest academic qualification (tick in the bracket)
Diploma( ) Bachelor Degree ( ) , master’s degree ( )
4 Choose any two as your major minor on the following subject
A. Mathematics B. Physics C. Chemistry D. biology, E. any other science
Major……………………………………… Minor………………………………………
SECTION B Please read carefully each statement and indicate the most appropriate answer.
choose and indicate either: strong Agree or agree or neutral or disagree or strongly disagree in
each case by ticking your response in each box.
SD= Strongly D=Disagree N=Neutral A=Agree SA=Strongly Tick
Disagree Agree

S/N factor associated with shortage of physics

teachers ,effects and possible solution

1 Lack of interest can be one factor

2 It is difficult to teach physics practicals

3 Not more than two females teachers for physics can be

another factor

4 Mathematical concepts makes physics very abstract

5 Work over load is too much

41 | P a g e
 6 Government to increase the salary for physics teachers

7 Physics have less opportunities except teaching

APPENDIX B
INTERVIEW GUIDE FOR ADMINISTRATORS (Head teachers, deputy Head teachers and Head of
Department)

Dear respondent,
I am a third year student at Mukuba University doing bachelors Degree of Education in Physics
and Mathematics. I am conducting a research in Educational Research (EDU 300) as part of my
degree program requirement. My research is focussing on the factors leads to the shortage of
physics teachers at Chavuma, Kalulushi, St Marceline and Kankoshi secondary schools of
Kalulushi District.
You have been selected to be among the respondents. Kindly answer the questions as open as
possible. Be assured that all the information which will be given in this research is strictly
confidential and intended purely for academic purposes only.
Thank you in advance.

42 | P a g e
Chama Mark good
1 How many specialised physics teachers do you have at your
school..................................................................................................................?
2.what do you think are factors that contribute to the shortage of specialised physics teachers at
your school and from other schools in Kalulushi District?...................................................
3what are the effect of shortages of Physics
teachers.................................................................................................................?
4 Have you received physics teachers for the past five
years…………………………………………………......................................................?
5. How is the perception of physics to both earners and
teachers……………………………………………………………………………………….
………………………………………………………………………………………………….?
6. Do you need more physics at your institution and
why………………………………………………………………………………?
7.what are the possible strategies do you think can retain the specialized physics
teachers........................................................................................................................?
8.what can be your suggestion over this
problem……………………………………………………………………………….……...?

APPENDIX C
RESEARCH BUDGET

ITEMS AMOUNT

Stationery K 150

Study materials K150

Services ( secretarial, photocopying, printing, K400

Binding, Internet)

K700

43 | P a g e
44 | P a g e