Perceptions of Primary School Teachers in Masvingo District in Zimbabwe on the Meaning and Enhancement of Effective Classroom Teaching.

Abstract

This study sought to investigate the perceptions of primary school teachers on the meaning of effective classroom teaching and how to enhance it. A descriptive survey research design was used. Eighty three (83) primary school teachers (40 male and 43 female) from ten (10) randomly selected schools in and around Masvingo urban participated in the study. A questionnaire for the school teachers which sought to determine the indicators of effective classroom teaching and an observation schedule which sought the prevalence of these indicators in primary school lessons were used as research instruments. The teachers were also asked to through the questionnaire to suggest how effective teaching would be enhanced. Both qualitative and quantitative techniques were used to present, analyze and discuss collected data. The major findings of the study were that while the teachers seem to know what constitutes effective classroom teaching, there is little evidence of this kind of teaching in practice. It seems that the teachers need meaningful material and professional support if they are to be effective classroom practitioners.