An investigation of headteachers monitoring and supervision practices of learners’ literacy performance in selected primary schools in Siavonga district, Zambia.

This study was undertaken to investigate head teachers monitoring and supervision practices of learners literacy performance is selected primary schools in Siavonga. The respondents included school administrators; head teachers and Deputy Head teachers, grade 1 to four literacy teachers and the focus group which still captured teachers.
The findings of the study were that a lot of support and commitment was required to boost literacy levels in Siavonga District: schools administrators had to be consistence with monitoring and supervision session, the Siavonga District Education Board was to come in with more material and moral support and parents, together with other stake holders were also to be on board and be committed for the same programme.
The findings also showed that the literacy programmes were to be conducted according to modern technology. Computer literacy was part of the current education policy to enhance more read and writing through e-learning and other related software. The other findings also showed that proper literacy monitoring and supervision had a lot of benefit for the both teachers and learners. On the side of administrators, better strategies for literacy lesson delivery are applied. These help teachers in their daily lives apart from teaching.
On the side of learners, a lot of knowledge and vocabulary is acquired as well as life skills through the computer and other modern devices to functional literacy which capture adult learners help learners acquire life skills.
Furthermore, the researcher recommended MoGE to continue supplying literacy materials because literacy is a foundation for development.