TEACHERS’ PERSPECTIVES ON MANAGEMENT OF EARLY CHILDHOOD EDUCATION IN SELECTED PUBLIC PRIMARY SCHOOLS OF LUSAKA DISTRICT, ZAMBIA

This study established the views of the teachers in the management of ECE centres in government
schools in Zambia, Lusaka District. The study used the qualitative approach. This descriptive study
drew on a sample of 30 ECE teachers: 20 teachers and 10 managers. The schools in which these
teachers were working were purposively selected. Data was collected using both the teachers and
administrators that were offering early childhood. Open-ended questions were used. The questions
were intentionally broad in order to elicit an open discussion. However, the facilitator clarified
questions and from time to time prompts were used to keep the discussion active and participants
focused on the issue. Data analysis was done simultaneously done with data collection through
interAmong the findings, this study found that financial constraints, inadequate learning space, teacher
qualification and teaching-learning materials were among the challenges experienced in ECE
centres. The study also found that some teachers were not aware of the policies which affected
their work. The study further found that, in few instances, management was not seen to be doing
something about the challenges ECE centres faced.
This study recommends that the government should adequately fund the ECE centres since there
is the policy of free education that the schools are following. The study also recommends that the
Ministry of General Education should come up with a deliberate policy where teachers would still
be remunerated well after advancing in their studies even if they still worked with ECE learners.
This would help keep talented and well qualified teachers in ECE centres.