Teacher Perspectives on Subject Specialised Teaching in Zimbabwe’s Primary Schools: Potential Impact on Pupil Achievement

Abstract

In developing countries like Zimbabwe, the issue of education cannot be overstated in discussing main developmental issues. However, formative education such as primary level has not been linked with teacher skills application with emphasizes on being just a general education. Against such backdrop, the study investigated the perceptions of primary school teachers on whether subject specialization can improve learners’ academic achievement. Sequential explanatory mixed methodology was used to collect data from 147 teachers selected using stratified random sample methods to collect both qualitative and quantitative data. One way ANOVA hypothesis tests (p=0.05) showed there was significant statistical differences in means across different demographic variables. Teachers were convinced that subject specialization in primary schools would bring more benefit from individual, community and national level through improved learning outcomes for both teachers and learners. The paper also noted some challenges such as rigid existing curricula, attitude problems, teacher preparedness, inflexible government policies and clashes on subject preferences among teachers. It was concluded that teachers are more inclined towards the idea of introducing subject specialization in primary schools. The paper recommends an adaptation of the teacher training programme to specialized teaching and further scientific studies to determine the feasibility of introducing subject specialization in primary schools in Zimbabwe.