Dual Management and Experiences of School, Army and Civilian Education Authorities in Military Aided Schools: A Case of Arakan Barrack Schools in Lusaka

Siamwiza, Nchimunya (2016) Dual Management and Experiences of School, Army and Civilian Education Authorities in Military Aided Schools: A Case of Arakan Barrack Schools in Lusaka. Masters thesis, University of Zambia.

PDF (Dual Management and Experiences of School, Army and Civilian Education Authorities in Military Aided Schools: A Case of Arakan Barrack Schools in Lusaka) NCHIMUNYA SIAMWIZA.PDF - Accepted Version Restricted to Repository staff only Download (1MB) | Request a copy

Abstract

This study was aimed at exploring and understanding the lived experiences of school authorities, military authorities and education authorities of the dual management of military aided schools in Arakan Barracks in Lusaka. The motivation behind this study was that there was no known study had looked at dual management of the military, hence not knowing the problems therein. In order to understand the experiences the study made use of a qualitative enquiry that was grounded in hermeneutic phenomenology. Purposive sampling supplemented by snowball sampling was used to come up with the desired sample size of 30 respondents and the resultant Data was collected and achieved by the use of in depth interviews. The data was analyzed using qualitative content analysis in order to transcribe the bulk data into themes and sub themes. The findings were in line with the objectives which were, to find out (a) managerial challenges faced by school managers (b) coping mechanisms of school managers and management challenges (c) regulatory measures put in place to curb management challenges. On management challenge findings show that the different statutes that is 106 for the Military and 234 for Ministry of General Education is a cause of management challenges. The findings further showed that civilian deputy school managers fail to accept the appointment done by the military authorities of school managers that are of military personnel, hence management challenges.Further, civilian teachers failure to give home work to children is also a management challenge recorded. Furthermore there is failure by both military and civilian authorities to take full responsibility as each thinks the other is doing it. The findings regarding how school managers of military background cope with showed that they only confided with other school managers of military background as opposed to physical solving of the problem with deputies due to different statutes. The findings also showed that some school managers gave preference to military authorities over civilian authorities were meetings clashed and later apologize to the civilian authorities. With regard to the regulatory measures to avoid management challenges, show that there is no unified regulatory measure from both military and civilian authorities. The findings of the study have revealed the management challenges in military aided schools and how they are likely to affect smooth running of military aided schools if not addressed. The study recommended that there is need to come up with a unified discipline code common to both military and civilian teaching staff for effective school management system; need of having coping mechanisms that are common to government school managers by ensuring unification of teaching and managing ethics of schools and a need of regulatory measures which would empower both the military and the civilian authorities to have equal authority over each other.

Item Type:	Thesis (Masters)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Africana
Depositing User:	Geoffrey Obatsa
Date Deposited:	04 Dec 2018 10:49
Last Modified:	04 Dec 2018 10:50
URI:	http://thesisbank.jhia.ac.ke/id/eprint/8796

Actions (login required)

View Item