Potential effect of teacher quality on learner achievement: A case of secondary school technical subjects in Mwenezi District of Zimbabwe

Abstract

The paper presents findings of a qualitative case study research that was conducted to explore the potential effect of teacher quality as a factor in learner performance in technical subjects in Mwenezi district of Masvingo Province in Zimbabwe. This study was motivated by the learners' poor pass rates in technical subjects at Ordinary Level in the district. The study looked at the potential effect of teacher quality with respect to teacher experience, qualifications and age, as a barometer to determine learner performance in technical subjects in secondary schools. Four of the 45 secondary schools in the district were selected to participate in the study. Semi-structured interviews were held to generate data from four school heads and four heads of department while focus group discussions were used to gather data from 48 learners. Data were analysed through thematic coding. Findings of the study proved to be a mixed bag. On the one hand teacher experience was found to be a predictor of learner achievement, while on the other hand teacher qualification had a minimal impact on student outcomes in technical subjects in the district. The study recommends that The Ministry of Primary and Secondary Education consider motivating experienced teachers in remote areas so as to improve the pass rate in these areas as well as stimulate teachers to prioritise their core business of teaching learners at the expense of their private business to augment their salaries.