Challenges Grade one Teachers Face in the Implementation of the Primary Literacy

Programme Curriculum in Selected Primary Schools of Lusaka District

by

Mirriam Nalwimba (2016136093)

This research report was submitted to the University of Zambia in partial fulfillment of the
requirements towards the completion of the course LTC 9100 (Research and Project in
Language and Literacy)

By

THE UNIVERSITY OF ZAMBIA

2019

1
Abstract

The Curriculum development for Early Childhood, Primary and Secondary School levels in
Zambia has received much attention since their revision which commenced in 2013. Despite the
Curriculum Development Centre (CDC), which is the main institution placed with the
responsibility of curriculum development, claiming that the Zambian school curriculum is
developed through a consultative and participatory approach through course and subject panels
where teachers and other stakeholders are represented, there has been no empirical evidence to
suggest the extent to which teachers, who are the major implementers of the same curricular,
have been actively involved in the development process. This study therefore, sought to establish
the challenges grade one teachers’ face in the implementation of the primary literacy programme
(PLP) curriculum.

The data collected was through qualitative method particularly interview guide. Data from
primary school teachers and head teachers were collected using interview guides. Raw data
collected from interviews was analyzed using themes.

The findings of the study clearly suggested that teachers were dissatisfied with the existing
practice of curriculum development which insignificantly involved them. The majority of
primary school teachers in selected parts Lusaka had never participated in the development of the
curriculum and this they thought this was the main reason as in why they faced challenges with
implementing it effectively. It was further revealed that curriculum materials such as textbooks
were of poor quality. The teachers, however, indicated that they were willing to participate in the
curriculum development process, especially in situational analysis, in the formulation of
educational objectives, setting up the curriculum project, and writing of curriculum materials
such as textbooks.

From this study, it was concluded that teachers were not adequately involved in the curriculum
development process with their role being mainly to implement the already developed
curriculum. Consequently, most teachers’ encountered challenges when implementing the
developed curriculum (PLP). A majority of teachers felt they can contribute in the curriculum
development process apart from the actual curriculum implementation. It was thus recommended
that Ministry of General Education (MoGE) through CDC should broaden the scope of teacher

i
involvement in curriculum development through constant involvement with schools especially
through extensive research, adequate communication channels and making visits to schools.
This may enable them to develop a curriculum that is flexible to be easily implemented by all
teachers depending on the learners’ needs and different school environment. Through Continuing
Programme for Development teachers practical skills should be assessed at least once or twice a
year.

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DECLARATION

I Mirriam Nalwimba do hereby solemnly declare that this report represents my own work, except
where otherwise acknowledged and that it has never been previously submitted at the University
of Zambia or any other university.

Signature……………………………
Date…………………………............

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ACKNOWLEDGEMENTS

This study would not have been a success without the inspirational and spiritual guidance from
the Almighty Lord in heaven. The contribution of several people who made it possible for me to
complete this work will not go unappreciated and the following deserve special mention:

My supervisor, Mr. S. B. Mkandawire for his untiring, inspiring, friendly critical supervision and
invaluable advice rendered to me during my study. I would like to thank him for support and
sympathizing with me during time we had a funeral. You were always patient and consistent in
supporting me. To you, I express my heartfelt appreciation.

Special gratitude goes to Dr. Banda and Ms Chibamba whose unfailing support and guidance
throughout the study added to the wealth of my knowledge. Many thanks go to all the teachers,
head teachers and vise head teachers who participated in this study. Your contributions made the
study become a reality. Furthermore, I am indebted to all my course mates, colleagues from
school of education and my friends for their dependable support and encouragement.

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DEDICATION

This work is dedicated to my lovely and caring parents; Mr. and Mrs. Silwimba for always being
there for me during this period of writing this report. The help you rendered financially,
emotional and moral support given unto me is highly appreciated.

To my elder sisters, cousins and roommates you guys have always been my number one cheer
leaders always encouraging and motivating me to work extra hard in life. To some of my family
members, I thank you so much for believing in me. Your unfailing support, zeal to see me
succeed and your prayers kept me going.

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TABLE OF CONTENT

Abstract………………………………………………………………………………………..i

Deceleration…………………………………………………………………………………...ii

Acknowledgments…………………………………………………………………………….iii

Dedication…………………………………………………………………………………….ⅳ

Chapter One

INTRODUCTION

1.0 Overview………………………………………………........................................................1

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

1.2 Statement of the problem…………………………………………………………………...1

1.3 Purpose of the study………………………………………………………………….…….2

1.4 Research objectives……………………………………………………………………........2

1.5 Research questions……………………………………………………………………….....2

1.6 Significance…………………………………………………………………………............2

1.7 Delimitations………………………………………………………………………….…......2

1.8 Limitations of the study…………………………………………………………….............3

1.9 Definition of terms……………………………………………………………………….....4

1.10 Summary…………………………………………………………………………………...4

Chapter Two

LITERATURE REVIEW

2.0 Overview……………………………………………………………………………….........5

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2.1 Literature on curriculum implementation in Zambia…………………………………..........5

2.2 Literature on curriculum implementation in Africa…………………………………............6

2.3 Literature on curriculum implementation outside Africa……………………………...........9

2.4 Summary……………………………………………………………………………….........10

Chapter Three

METHODOLOGY

3.0 Overview……………………………………………………………………….....................11

3.1 Research design………………………………………………………………......................11

3.2 Study population………………………………………………………………....................11

3.3 Study area……………………………………………………………………………….......11

3.4 Sampling technique…………………………………………………………….....................11

3.5 Research instruments………………………………………………………………………..12

3.6 Data analysis…………………………………………………………………………….......12

3.7 Ethical considerations……………………………………………………………………….12

3.8 Summary…………………………………………………………………………………….12

Chapter Four

PRESENTATION OF FINDINGS

4.0 Overview…………………………………………………………………………………....13

4.1 How long they have been primary school teachers…………………………………………13

4.2 What type of training did the teachers undertake for teaching PLP Curriculum…………...13

4.3 What challenges do grade one teachers face in implementing the PLP in school..................14

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4.4 Type of help have you received that can be identified to be productive in improving the
implementation of the primary literacy curriculum……………………………………………..15

4.5 As a teacher do you think the current primary literacy program curriculum relevant to the
learners…………………………………………………………………………………………..16

4.6 What teachers think can be done in order to improve the PLP in primary schools……….16

4.7 Summary……………………………………………………………………………………16

Chapter Five

DISCUSSION OF FINDINGS

5.0 Overview……………………………………………………………………………………18

5.1 Ascertain the challenges Grade 1 teachers are faced with in the implementation of the PLP
curriculum..………………………………………………………………………………………18

5.2 Establish the nature or the root cause of the challenges that Grade 1 teachers faced in the
implementation of PLP curriculum………………………………………………………………19

5.3 Summary……………………………………………………………………………………..20

Chapter Six

Conclusions and Recommendations

6.0 Overview…………………………………………………………………………………….21

6.1 Conclusions………………………………………………………………………….............21

6.2 Recommendation……………………………………………………………………………21

References……………………………………………………………………………………...22

Appendices……………………………………………………………………………………..24

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 CHAPTER ONE

INTRODUCTION

1.0 Overview

This chapter presents a background of the study, statement of the problem, purpose of the study,
research objectives, research questions, significance of the study, delimitations and limitations of
the study and definition of terms.

1.1 Background

Primary Reading Program (PRP) of 2000 and the Primary Literacy Program (PLP) of 2013.
Since independence, there has been several literacy initiatives and programs aimed at improving
literacy in Zambia (Lungu, 2006). Among the prominent literacy programs in Zambia are the
According to Chileshe, Mkandawire and Tambulukani (2018), PRP and PLP were introduced to
help improve literacy levels in Zambia. There are several other studies that have been written on
PRP and PLP which includes; Mwanza (2012), Tambulukani (2015), Chibamba (2012),
Mkandawire (2017; 2018), Sampa (2015) and Mkandawire (2015). Some of the studies
highlighted above have extensively explained the similarities and differences between PRP and
PLP such as those by Sampa (2015), Tambulukani (2015) and Chileshe, Mkandawire and
Tambulukani (2018).

According to Okello and Kagoire (1996:124), curriculum implementation “is a network of

varying activities involved in translating curriculum designs into classroom activities and
changing people’s attitudes to accept and participate in these activities”. However, curriculum
implementers (teachers, head teachers, standard officers and others) are faced with barriers
which hinder the successful implementation of the curriculum (Mkandawire, 2010). It is very
difficult to implement a curriculum successfully if the education system has limited funding
capacities. Under funding raise a lot of other implications on the part of curriculum. The
economy of a nation will determine the success of curriculum implementation. In developing
countries, the numbers of pupils and teachers have kept on rising but government money
available for education is less. (Sibulwa1996:35). Since manpower in the education sector has

1
increased, the bulk of money allocated to education is absorbed by salaries leaving very little for
teaching materials, books, in-service training, monitoring and other things needed for the smooth

Implementation the of curriculum. In the absence of teaching and learning materials, the teaching
and learning processes will be hampered and if standard officers do not go out to evaluate, it will
be difficult to know whether the curriculum is being effectively implemented or not. Although
the government introduced tuition fees in secondary schools and higher institutions of learning to
cushion the dwindling resources, the move has had little impact as most learning institutions are
still experiencing liquidity problems. This has had a negative effect on curriculum
implementation.

Mwanza (2017), Mkandawire (2018), and Mkandawire and Tambulukani (2017) in subsequent
studies reported that unavailability of school facilities and equipment’s like classrooms, libraries,
resource centres, offices, desks, schools halls and others. The fact that the education sector is
under-funded by the government means that the availability and quality or facilities in learning
institutions is affected negatively. It has been observed that in most government schools in
Zambia with an exception of the newly built, infrastructure is in a deplorable condition; Kelly
(1999:196) describes the buildings as “dilapidated, unsafe and sometimes unusable.” In certain
instances, some schools have inadequate classroom accommodation, which gives rise to double
or triple shift in order to give all eligible children an opportunity to learn. Meanwhile, some
schools, especially in remote areas, have no buildings at all. Furniture is also inadequate in most
schools and in some cases the seats and desks are battered or totally absent (Kelly 1996).
However, the face of infrastructure has improved in some schools with the help of donor funding
such as ‘sector pool’.
1.2 Statement of the problem
Since pre-colonial era to date Zambia has had no sustainable education language policies, the
policies can be said to be experimental from way back even before and after independence. For
instance the educational policies have been unsustainable and unreliable. It can be questioned
whether teachers who are the key to drive the curriculum are actively involved in the making
process of the curriculum and implementation of the curriculum at basic level of education.
Hence forth this study focused at establishing the primary teacher involvement in English
language curriculum implementation and how successfully or effectively can it be implemented.

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1.3 Purpose of study
The aim of the study is to show how teachers are affectively involved in implementing the
English language curriculum at selected primary schools in Lusaka.
1.4 Research objectives
The research objectives for this study are to:
(i) Ascertain the challenges Grade 1 teachers faced in the implementation of the PLP
curriculum.
(ii) Establish the nature of the challenges that Grade 1 teachers faced in the
implementation of PLP curriculum.
1.5 Research question
The following were research questions:
1. What are the challenges that Grade 1 teachers face in the implementation of the PLP
curriculum?
2. What is the nature of the challenges that Grade 1 teachers faced in the implementation of
PLP curriculum?
1.6 Significance of the study
This study was important simply because it had stressed on bringing out more practical and
reliable ways in which primary teachers can be involved in implementing the curriculum. It
has also suggested ways in which the curriculum makers can actively involve all stakeholders
or those qualified in the forming of the curriculum in order them to come up with a;
sustainable, proactive curriculums. It has also stated challenges faced during the
implementation of the curriculum. This information can help both the teacher in practice and
qualified teacher on how to go about when faced with challenges. In a nut shell this study has
stated the benefits of the primary teacher to follow the curriculum.
1.7 Delimitation
The study was conducted in Lusaka Province of Zambia, particularly in selected primary
schools in Lusaka district. Other parts of the country were not included.
1.8 Limitation of the study
The sample of teachers, administrators, pupils was limited only to selected primary schools.
Research used the case study Design, the limitation was that the research findings could not
be generalized to other districts of the country. Time frame given for the researcher to gather

3
 information from the interviewee was limited and some interviewees refused to spare time to
respond to the questions.

1.9 Definitions of terms

Curriculum: It is a set of subject or course, its content and how it can be taught.
Medium of instruction: Its language used in classroom for purpose of learning and teaching.
Preparedness: This is state at which someone has planned to actively do something.
Unsustainable: Its opposite of sustainable, meaning something cannot last for a while before
it is replaced by something different.
1.10 Summary
In summary chapter one has provided us with; background of the study, statement of the
problem, purpose of the study, research objectives, research questions, significance of the study,
delimitations, limitations of the study and definition of terms. The next chapter will present
literature review of the study.

4
 CHAPTER TWO
LITERATURE REVIEW
2.0 Overview
This chapter will review studies on the curriculum in primary schools. It will focus on bringing
out different studies on primary school curriculum and the challenges in its implementation in;
Zambia, Africa and the outside Africa.
2.1 Literature on Curriculum Implementation in Zambia
According to Mulenga and Kabombwe (2019) Curriculum is the; selected, organized, integrative,
innovative and evaluative educational experiences provided to learners consciously or
unconsciously under the school authority in order to achieve the designated learning outcomes
which can be achieved as a result of learners growth, maturation and learning meant to be best
utilized for life in a changing society.
Onyeachu (2008) has argued that, no matter how well a curriculum of any subject is planned,
designed and documented, its implementation is what will bring it to life. The reason put forward
is that, the problem of most curriculum programs are mostly clearly noticed at the
implementation stage. The focus of curriculum developers therefore, should not only be
concentrated on the quality of design and development but also on the implementation process.
In order to have relevant and high quality education, comprehensive and deliberate efforts should
be put in place to ensure that effective curriculum implementation is achieved. One of the signs
to effective curriculum implementation is seen by how teachers utilize time that is meant for
learning.
Teaching and Learning materials is a generic term used to describe the resources teachers use to
deliver instruction and enhance pupils Learning (Right J, 2008). According to Kelly (1999),
Zambian schools had limited number of instructional materials and equipment, such as “books,
writing material, charts” and inadequate or out of-date libraries” (as cited in Mkandawire, 2010).
He stressed that classrooms were overcrowded, which caused students to share books and other
materials with one another. This factor of overcrowding in class can demotivate the learners this
is because they don’t have learning material and cannot concentrate due to overcrowding. To the
teacher overcrowded class can be challenging to control and it’s hard for teacher to notice pupils
in need of extra attention. Therefore teaching and learning materials are critical ingredients in the
implementation of curriculum (The World Bank, 2001). Empirical evidence suggests that

5
adequate supply and use of good quality teaching and learning materials are one of the most
important inputs that have a demonstrable impact on learner achievement. This is because
learners would love to interact with the environment around them. Teaching and learning
materials provide just the right atmosphere for this.
According to the Ministry of Finance, UNFPA and AFIDEP study (2015). Malnutrition has been
a longstanding impediment to the healthy development of Zambia’s children and consequently,
future labor-pool. Malnutrition affects cognitive development and physical work capacity, and
exposes individuals to several adulthood chronic diseases. Recent preliminary survey data
indicate that the country’s children are still seriously affected by malnutrition. The 2013/2014
Zambia Demographic and Health Survey shows that 40% of children under five years old were
stunted, while 6% and 15% of children aged 5 years and below were wasted and underweight,
respectively. There are also marked variations by residence for these indicators. For instance,
children residing in rural areas were more likely to be stunted than those in urban areas (42%
compared to 36%). Lusaka Province had the lowest prevalence of stunting at 36%, compared to
Northern Province that had the highest prevalence at 49%. Therefore study shows that
malnutrition has an impact on the Education; teachers can be teaching but if the child is unwell it
can affect the child’s performance. For instance if child comes on empty stomach they won’t
concentrate and if the abscond lessons because they are sick or weak they miss out what the
teacher taught from curriculum.
2.2 African Literature on Curriculum Implementation
A study by Musango (2010) on the impact of the teaching and learning environment with Grade
4 pupils in Malawi reported that there were a few challenges that teachers in Malawi were facing
in class when teaching literacy. His findings showed that physical environment has a serious
impact on the teaching and learning process in Grade 4 because of the noise that pupils make
which make teachers to repeat the same content for a long time for pupils to understand. This
challenge is linked to teaching and learning environment. These observations were supported by
Mkandawire (2017) who noted that the classroom learning environment for schools that used
familiar language based instruction were more supportive than others. Musango recommended
that learning environments must be conducive free of noise for effective learning to take place.
Musango’s study was on learning environment but the current one is looking at curriculum
implementation in early grades of Zambia.

6
In the research by Salahuddin et al (2013), they again found out that since the majority of the
primary school teachers were not aware of the objectives and aims of the curriculum, they found
it difficult implementing the curriculum. In Ghana, these aims and objectives of the English
curriculum are found in the syllabus but whether teachers read is another issue. In the Ghanaian
Education Service, a teacher teaching a primary class in a public school, teaches all primary
subjects including all the aspects of the English language. If the teacher has not been well trained
in the teaching of the content of the subject, such a teacher is going to either shelve the teaching
of the subject or teach aspects of the subjects that they can conveniently handle. The correctness
of the information to be disseminated will be another issue. Lesson plan is the initial teaching
and learning material that is prepared to facilitate the teaching and the learning situation
effectively. For a teacher to implement the curriculum, his or her preparation for the lesson is
very crucial (Sadek, 2002). The lack of teaching aids is another challenge when it comes to
implementation. When a teacher uses teaching aids such as posters, charts, maps , signs, real
objects etc. in teaching, it creates a stimulating atmosphere for language teaching (salahuddin et
all 2013).
According to study by Atieno (2014) it shows factors influencing the implementation of the
primary curriculum in Kenya. Hogg and Vaughan (2005) defines attitude as a relatively enduring
organization beliefs, feelings and behavioral tendencies towards socially significant objects,
groups, events or symbols. Therefore the type of attitude both the teacher and learner have
towards the curriculum can actually impact how the implementation of the curriculum will be
done. For instance if both teacher and the pupils have positive attitude towards the curriculum
effort and interest will be put to learn and teacher what’s in the curriculum. But if either of the
two has a negative attitude towards the curriculum this can result to poor or failure in
implementing the curriculum.
Erden (2010) suggested that understanding of the curriculum by teachers is crucial for the proper
implementation. A teacher who does not comprehend curriculum’s theoretical framework in
details will not be able to implement curriculum successfully. According to study results,
teachers characterized as motivated, open to changes and willing to try new opportunities are
found high curriculum implementers .In relation to the importance of teachers’ attitude
Savington (1991) argues that in the quest for improvement in language teaching, the language
teacher has been overlooked.

7
The studies agree that attitude impacts academic performance depending on the nature of the
attitude. However, what comes out clearly is that the study setting and the study conditions
influence the study results as was postulated by (Kinnaird, 2010) in his study which disagreed
that there existed no significant relationship between attitude and academic achievement. This
study aimed at examining how the attitude of the learners towards Kiswahili influences the
implementation of the Kiswahili curriculum in public primary schools.
Twoli (2007) refers to teaching and learning resources as aids that teachers use to assist learning
and enhance student’s participation in class for effective learning. Since the implementation of
free tuition in public primary schools, the government took the responsibility of investing in
instructional materials and text books. Mkandawire and Mumba (2019) noted that the use of text
helps in making students to focus on the given task. The reason was as stated in Kenya Education
Sector Support program document (ROK, 2005) aims at providing text books for learners as the
tool for attainment of quality education. Incidentally curriculum developers give little emphasis
to development and production of teaching materials for languages. According to (ROK, 1999)
quality and adequacy of resources such as teaching and learning materials determine the
effectiveness of curriculum implementation. The quality of teaching learning resources is very
important in effective delivery of curriculum (Ministry of Education (2003). In absence of
teaching learning materials, lessons will be teacher centered and students will not do their work
independently.
Mokamba (2007) observe that there is an outcry from teachers on lack of the basic resources like
textbooks. Incidentally curriculum developers give little emphasis to development and
production of teaching learning materials for languages besides textbooks and more attention is
given to production of materials and resources for sciences and technical subjects. This worsens
the teaching of languages. The selection of the right textbooks in primary schools should be
guided by the orange book prepared by the Kenya Institute of Curriculum Development (KICD
2012). Teaching and learning materials play a key role in a child’s learning. They ensure that
pupils receive a balanced and relevant curriculum which they are entitled to (MOEST 2004).
A report by the Ministry of Education in (Government Summative Evaluation of the Primary and
Secondary school education curriculum May 2010) found that publishers were producing
textbooks which had factual and editorial errors. Teaching and learning materials like textbooks
and other reference materials are available, concerns about the quality of the recommended

8
materials some of which had factual errors, inconsistent information, inaccuracies and poor or
difficult language of the learner is worrying. Wanjiku (2002) carried out a study on factors that
affect the availability and acquisition of resources in the teaching of languages. Her study found
out that a lot of emphasis was laid on course books but no other resource materials. Success
cannot be realized through the use of textbooks alone. Teacher preparedness is a vital component
for effective curriculum implementation as they are professionals capable of making rational
decisions. For a teacher to perform he/she must be capable of making rational professional
decisions (Shiundu and Omulando, 1992). A teacher needs to be fully prepared in terms of pre-
service training, in-service training as well as.
2.3 World Literature on Curriculum Implementation
According to a research by Sullivian (2019) England at Cambridge schools operate in a wide
range of contexts with differing demands and expectations. The curriculum is at the heart of
schools’ strategies to raise achievement and improve outcomes for all learners. While some
schools will prefer to offer a curriculum made up entirely of combinations of Cambridge courses,
combining these to form a program of study, other schools will select individual subject
syllabuses and combine them with qualifications and educational programs from other national
or international providers. We believe that certain principles are fundamental to successful
curriculum design and implementation in all situations. Kelly (2009) at Cambridge they support
schools that want to use bilingual education programs. Bilingual programs involve the use of two
or more languages being used as the medium of instruction for non-language subjects. Learners
study some non-language school subjects such as; mathematics, geography, science mainly
through a second or third language, and some subjects through their first language. The
understanding of bilingual education is linked to other educational concepts such as content and
language integrated. We are aware that most learners completing our programs and qualifications
are operating in a language that is not their first language. Examiners apply positive marking,
looking to award marks when a learner has demonstrated understanding. The teacher is required
to have broad knowledge and understanding of the educational values, knowledge of the
learners, a positive teaching attitude and educational relationships and knowledge and expertise
in respect to both general curriculum studies and particular subject curriculum (Myatt, 2018).
According to study by Salahuddin, Khan and Rahman (2013) on the challenges of implementing
English curriculum at rural primary schools of Bangladesh, it was found out that most teachers

9
had no training in the teaching of English or were not specialized in teaching a particular subject.
English teaching mostly depends on training (Salma 2001 as cited by Salahuddin et al, 2013) but
in the situation these teachers do not have the training, their teaching of English becomes
problematic since they might not have the professional skill to enrich their knowledge about the
teaching methodology, using teaching materials, accurate evaluation system, management etc.
(Salahuddin et all , 2013:47). For these reasons, most primary school teachers do not know how
to teach English effectively.
The availability and proper use of suitable teaching materials such as the teacher guides, good
text books and work books are essential for effective teaching. However when these materials
are missing in the teaching curriculum, teaching becomes more imaginative than practical
(Reddy, 2012). Teachers find it difficult to follow proper teaching methods and conduct
classroom activities perfectly as desired. The lack of teaching learning materials also poses a
problem to the implementation of the subject. It was also found out by Salahuddin et al (2013),
due to the non-availability or non-usage of teacher guides by teachers; they are not able to
conduct teaching effectively which at end also affects the implementation of the curriculum.
2.4 Summary
This chapter has reviewed studies on the curriculum in primary schools. It brought out different
studies on primary school curriculum and the challenges faced in its implementation in; Zambia,
Africa and the outside Africa.

10
 CHAPTER THREE
METHODOLOGY
3.0 Overview
This chapter has provided us with the; research design, study population, study area, sampling
technique, research instrument and data analysis.
3.1 Research design
According to Shuttleworth (2008) qualitative design can be defined as a method of experimental
used extensively by scientists and researchers studying human behavior and habits. This study
will use the qualitative research design in Lusaka selected schools reason being this method
proves to be appealing because through interview guide one can express their knowledge and
understanding about the subject matter. A case study is an intensive study through which one can
know precisely the factors and causes of a certain phenomenon; it is kind of qualitative analysis
(Ghosh, 1992, p.224).
3.2 Study population
The study will be conducted in Lusaka district; from selected primary schools which will
include; school administrators, teachers and pupils. The total number of pupils to be sampled is
30, 10 pupils from each school.
3.3 Study area
The study sample will be collected from 3 primary schools within Lusaka.
3.4 Sampling technique
A sample is defined as a segment of the population that is selected for investigation. The sample
comprised of primary schools that were drawn from three different types of school management
(private, public and community schools). Two were drawn a private schools, two from public or
government school and other two from a community school. The reason being for using different
types of school systems was to get different views or results depending on school management.
According to Andale (2015) purposive sampling is when a researcher chooses specific people
within the population to use for a particular study or research project. Purposive sample is a non-
probability sample that is selected based on characteristics of a population and the objective of
the study, it is also known as; judgmental, selective or subjective sampling
(https://www.explorable.com>non-probability). Non probability sampling and purposive
sampling were used to collect samples from the population during the research.

11
3.5 Research instrument
Mkandawire (2019) said research instruments are tools and guides researchers use to collect data.
The data in this research will be collected through using; interview guide.
3.6 Data analysis
According to Mugenda and Mugenda (1999), data analysis is defined as a process of compelling
Orderly and shedding more light on the raw data collected. The data that will be provided by the
interviewee will be summarized by the researcher through qualitative approach meaning only
relevant things will be put in the research. Only relevant information pertaining to the research is
going to be included after conducting observations in the classroom activities.
3.7 Ethical Considerations
This study considers the following ethical issues, among others: permission will be gotten from
all participants/respondents before they are interviewed. This will ensure freedom of expression,
and that nothing said or written other than what they know and believe in. At the sites where
permission will be granted, the expected respondents will be briefed about the procedures to be
used, and the value of the research. To maintain confidentiality, participants will be assured that
no names or school will be mentioned in interview guides and serial numbers would be used
instead. They will also be assured that data to be collected would not be disclosed to other
persons, and that the data would only be used for academic purpose only.
3.8 Summary
Chapter three provides the forms and function of activities the researcher intends to carry out
during the research. It consists of the following methodologies; research design, study
population, study area, sampling technique, research instrument, data analysis and ethical
considerations.

12
 CHAPTER FOUR

PRESENTATION OF FINDINGS

4.0 Overview

This chapter has presented the findings regarding the challenges grade one teachers’ face in the
implementation of the primary literacy program curriculum in selected primary schools of
Lusaka district. The presents the findings of the research questions administered at three primary
schools which are currently implementing the PLP curriculum. For the sake of confidentiality,
alphabetical letters were given to these schools as names namely; school A, school B and school
C.

4.1 How long they have been primary school teachers

The first research question sought to understand the background knowledge of how long the
teacher being interviewed has actually been teaching at primary school specifically grade ones.
These are the responses of the respondents;

Responses from school A: Teacher A1 said they have been teaching grade ones and threes for the
past 9 years while Teacher A2 has been teaching for 3 years 8months.

Reponses from school B: Teacher B has been teaching for 19 years.

Responses from school C: Teacher C1 has been teaching for 12 years while Teacher C2 has been
teaching for 17 years.

4.2 What type of training did the teachers undertake for teaching PLP curriculum?

Both Teachers from school A said they studied primary teaching at the same certain university in
Lusaka (total discretion for school for confidentiality’s sake).

Teacher at school B studied primary at certain college for three years.

Teacher C1 from school C said they did their early childhood education and primary teaching
course from Mongu. While teacher C2 said they did their primary teaching course in Kasama at
certain university.

13
Teachers from all the schools said they have been attending literacy workshops organized by the
curriculum development center, MOE and by some NGOs involved in child education.
Continuous professional development (CPD) programmes have helped teachers gain more
knowledge on implementing the PLP curriculum.

4.3 What challenges do grade one teachers face in implementing the PLP in school?

Teacher A from school A said that some bad attitude of parents towards local language which
also influences the learner’s attitude to learning. Then teacher A2 said that it’s hard to motivate
the learners who have negative attitude towards local language this is because that some learners
are from an early childhood primary school. That these children come from kindergartens were
English was used as medium of instruction and for communication purposes.

The head teachers of the 3 schools said they had challenge of over enrollment for grade ones this
because the community were these school are situated in only had one basic school in short 1
primary school catering for 3/5 neighboring compounds. The head teachers said parents year in
and out come to complain that their children are left out during the grade one enrollment
selection even if they have meet the needs of qualification to grade one.

Teachers at school B and C said that some of the pupils enrolled to grade one had not attended
early childhood education. The teachers said this makes it hard to start teaching the pupils from
basics of pre-reading and pre-writing skills for example (how to hold a pencil, phonemic
awareness, how to hold books when reading and writing etc…). This in the end affects the
implementation of the PLP curriculum.

School A and C had similar responses: the schools lacked teaching and learning materials, lack
of proper infrastructure and furniture. The schools which have been mentioned said they did not
have enough, consistent supply of Teachers books. They lacked learning materials for pupils for
example; pupils books. The head pointed out the infrastructure which did not have proper or up-
to standard classes, it’s either the classes had small room which accommodated many pupils or
the structure was dilapidated. School C had other issue of some infrastructures which were
started up the ministry of education which have been abandoned.

14
Response of school B: The school has 4 grade one teachers who teach per individual one class in
the morning but they also teach grade sevens (7) in afternoons. Hence forth they don’t have
enough time to do remedial work with the pupils. The teachers said they have more work to do
which lessens their productivity and effectiveness to teach PLP to target grade (ones). They said
that they can only do remedial/ extra lessons after 16:30 or during holidays which is very
inconveniencing and stressful to these young ones who come from far homes.

Teachers from all the 3 schools said in most cases in the past and to date; when the curriculum is
being revised or created teachers are not fully actively involved this has led to current challenges
in implementing PLP curriculum. Head teachers, education ministers and curriculum developers
those in high positions are the ones who are actively engaged and organized as in to what the
curriculum should consist of. Teachers are not effectively and efficiently orientated in
curriculum making, their experiences in class are sidelined and lack of observation from the
MOE superiors on materials and methods needed in teaching PLP.

The head teachers from all the schools blamed the challenges of PLP implementation as brought
up by the government which starts up projects which they cannot implement. The schools lack
abundant amount of teaching and learning materials for grade ones. This in the end results to
poor foundation for the learners. The schools either have little or no teaching materials which can
be used to teach content of the PLP curriculum. There is corruption when it comes to the
distribution of teaching material and corruption in employment. Some teachers are employed on
corruption basis not on merit and competence basis. Some teachers when posted at particular
school tend to corrupt the employer to post them at their school of preference. Hence this results
to shortage of grade one teachers in some schools. In most cases teachers who are qualified to
teach grade ones using PLP are upgrading to being secondary teachers or moving to other
professions because of low standard set for grade one teachers. The 3 head teachers also said that
some teachers who are posted at their school cannot speak the local language used in the area.
Some teachers are lazy to search and organize materials which can be used in PLP. To sum up
they said in the end it results to problems arising in the implementation of the PLP curriculum.

4.4 Type of help have you received that can be identified to be productive in improving
the implementation of the primary literacy curriculum

15
Teachers from school all the three schools said they had received learning materials for the
vulnerable pupils from well-wishers last Christmas.

School B had received solar E-reader from the NGO

At school C the head teacher said they recently received teaching and learning materials form
church community. Materials like dusters, charts, pencils, chalks, teacher’s books and pupil’s
text books were among the materials received.

4.5 As a teacher do you think the current primary literacy program curriculum relevant
to the learners?

Teachers from all the 3 schools said that the PLP programme is very important to the learners
and the society at large. They said that the current curriculum helps the learner how have broken
through to literacy to be active learners and as these pupils progress in school they can be able to
read, face lesser challenges in academics. They said for example in the past some grade seven
pupils could not read but nowadays almost all the pupils who go into grade 8 can read properly.

4.6 What teachers think can be done in order to improve the PLP in primary schools?

All the schools said CPD programmes should be held once at end of the term to help the teachers
in possible challenges they can encounter. When it comes to the curriculum revising the MOE
and CDC should put into consideration the active involvement of the teachers, it’s because they
are the main implementers of the Curriculum. Also that some regular inspections on untold dates
should be conducted by the head teachers or CDC superior to observe the teacher’s performance
in class and the type of materials used should be observed. The government should improve
distribution of the teaching and learning materials. That these materials should be distributed on
time and in right proportion to meet the learning needs. School A and B pled to the government
to improve the infrastructure of the schools.

4.7 Summary

This chapter has presented the finding of the questions that had been administered to 3 primary
schools to teachers and head teachers. How long they have been teaching grade ones, what type
of training did these teachers undertake in teaching PLP, What challenges do grade one teachers

16
face in implementing the PLP in school, Type of help have you received that can be identified to
be productive in improving the implementation of the primary literacy curriculum, As a teacher
do you think the current primary literacy program curriculum relevant to the learners, What
teachers think can be done in order to improve the PLP in primary schools? These questioned
were asked

17
 CHAPTER FIVE

DISCUSSION OF FINDINGS

5.0 Overview

The chapter will discuss the findings which are based on the research objectives. Actual words
said by respondents were used as much as possible in the descriptions, while other words have
been paraphrased. It is important to note that some ideas presented were interrelated and could
fall into more than one section. These findings are based on the data that was collected through
interviews which were administered to primary school teachers, head teacher in three schools
and some information discussed was relation to the literature review of chapter two.

5.1 Ascertain the challenges Grade 1 teachers are faced with in the implementation of the
PLP curriculum.

Teachers lack proper learning and teaching materials which can be used for teaching the PLP. in
class if these teaching material are unavailable it affects how the teachers will be able to
administer what they could have prepared in their lesson plan. Onyeachu (2008) has argued that,
no matter how well a curriculum of any subject is planned, designed and documented, its
implementation is what will bring it to life. The reason put forward is that, the problem of most
curriculum programs are mostly clearly noticed at the implementation stage. The focus of
curriculum developers therefore, should not only be concentrated on the quality of design and
development but also on the implementation process. In order to have relevant and high quality
education, comprehensive and deliberate efforts should be put in place to ensure that effective
curriculum implementation is achieved (Mkandawire and Ilon, 2018). One of the signs to
effective curriculum implementation is seen by how teachers utilize time that is meant for
learning.

Teaching and Learning materials is a generic term used to describe the resources teachers use to
deliver instruction and enhance pupils Learning (Right 2008). The nature of teaching and
learning materials for a particular grade should reflect the cultural values and needs of the
learners in schools (Mkandawire, Simooya and Monde, 2019). The point on culturally
appropriateness of teaching and learning materials was also stressed by (Mkandawire and Daka,

18
2018). According to Kelly (1999), Zambian schools had limited number of appropriate
instructional materials and equipment, such as “books, writing material, charts” and inadequate
or out of-date libraries”. That some pupils have negative attitude toward PLP which results to
them missing class. Thus this makes it hard for the teachers to implement PLP because pupils
who miss class make it seem to the parents like the teacher is not an effective teacher.

The availability and proper use of suitable teaching materials such as the teacher guides, good
text books and work books are essential for effective teaching. However when these materials
are missing in the teaching curriculum, teaching becomes more imaginative than practical
(Reddy, 2012). Teachers find it difficult to follow proper teaching methods and conduct
classroom activities perfectly as desired. The lack of teaching learning materials also poses a
problem to the implementation of the subject. It was also found out by Salahuddin et al (2013),
due to the non-availability or non-usage of teacher guides by teachers; they are not able to
conduct teaching effectively which at end also affects the implementation of the curriculum.

5.2 Establish the nature or the root cause of the challenges that Grade 1 teachers faced in
the implementation of PLP curriculum.

Teachers are not well guided to teach using the PLP curriculum thus results to the challenges
teachers face in implementing the curriculum. A report by the Ministry of Education in
(Government Summative Evaluation of the Primary and Secondary school education curriculum
May 2010) found that publishers were producing textbooks which had factual and editorial
errors. Teaching and learning materials like textbooks and other reference materials are
available, concerns about the quality of the recommended materials some of which had factual
errors, inconsistent information, inaccuracies and poor or difficult language of the learner is
worrying. Wanjiku (2002) carried out a study on factors that affect the availability and
acquisition of resources in the teaching of languages. Her study found out that a lot of emphasis
was laid on course books but no other resource materials. Success cannot be realized through the
use of textbooks alone. Teacher preparedness is a vital component for effective curriculum
implementation as they are professionals capable of making rational decisions (Mkandawire,
2012). For a teacher to perform he/she must be capable of making rational professional decisions
(Shiundu and Omulando, 1992).

19
The teachers said they are left out in the curriculum implementation this causes the challenge of
how the curriculum will be implemented. Most Teachers don’t know how to come up with the
teaching materials from their comfort zones.

Parents have negative attitude towards local language forgetting the fact that this curriculum was
created to help the learners break through and that they could be able to apply the skill learned in
future. This negative attitude has led to teachers and parents not having conflict of agendas that
can help the mean focus the pupils (grade 1). The parents due to their negative attitude towards
the PLP curriculum they tend not to assist their children in home works and in some cases they
act hesitant in providing the pupils with materials required by the school.

Poor structure of learning facility also influences the learners’ attitude to learning of any grade.
The structure of the school can either motivate the learners to want to come at school or not togo
at school depending on the state the structure is in.

Some teachers lack the skills in implementing PLP and they might also lack motivation to teach
the grade ones. This is because of the high discrimination and under rating by the society. Some
Teachers’ negative attitudes towards local language influence how they will perform in teaching
the pupils. If teacher does not know how to speak a certain language and they are posted in area
where a certain language is spoken it will be hard for that particular teacher to implement the
PLP curriculum due to language barrier.

5.4 Summary

Chapter five focused on discussing the finding of the research objectives it focused on; ascertain
the challenges grade one teachers faced in implementing the PLP curriculum and what was the
nature of the challenges grade one teachers faced in implementing the PLP curriculum.

20
 CHAPTER SIX

Conclusion and Recommendation

6.0 Overview

This chapter states the conclusion of the research study before giving appropriate
recommendations. As may be recalled, the objectives of this study as stated in chapter1 were;
firstly to ascertain the challenges Grade one teachers face in the implementation of the PLP
curriculum, secondly to establish the nature of the challenges that grade one teachers are faced
with in implementing the PLP curriculum. The conclusions below are therefore guided by these
objectives.

6.1 Conclusions

This report’s mean focus was to identify the challenges grade one teachers faced in
implementing the PLP curriculum. After the challenges had been identified it discovered
possible measures which could be put in place to improve the PLP which would produce learners
who are able to break through.

6.2 Recommendations

 The MOE must work tirelessly to improve on the distribution of the appropriate teaching
materials which can effectively be used to teach PLP. The Teachers, MOE, CPD and
CDC should work hand in hand on how to improve the education system and they should
focus ways of affectively implementing the PLP curriculum.
 Head teachers should promote teacher interaction with other schools were they can share
ideas on how to promote the teaching methods and how to improve on the challenges
they face when teaching PLP.
 The stakeholders and well-wisher should continue the great works they have been doing
in helping improve the primary education services.
 The MOE and primary schools must work hand in hand to sensitize the community on
the importance of each curriculum they come up with to the learners.

21
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Appendices

Appendix 1: Interview guide for basic school head teachers

1. Are your teachers trained to teach the primary literacy curriculum?

If yes, who trained them? What kind of training did they receive?

2. What measures have been put in place to ensure the effective teaching of the primary
literacycurriculum?

3. What type of materials does provide to the teachers for the implementation of PLP
curriculum?

4. What are your comments and recommendations concerning the implementation of the
primary literacy curriculum in your school?

Appendix 2:

Interview guide for primary school teachers

1. How long have you been in teaching grade?

2. What challenges do grade one teachers face in implementing the PLP in school?
3. Type of help have you received that can be identified to be productive in improving the
implementation of the primary literacy curriculum?
4. As a teacher do you think the current primary literacy program curriculum relevant to the
learners?
5. What teachers think can be done in order to improve the PLP in primary schools?

25