SCHOOL-BASED MANAGEMENT FACTORS INFLUENCING IMPLEMENTATION OFLOCAL FAMILIAR LANGUAGES AS MEDIUM OF INSTRUCTION FROM GRADE 1-4:A CASE OF SELECTED PRIMARY SCHOOLS IN CHAMA, ZAMBIA.

Abstract

The study focused on school based management factors influencing implementation of local familiar languages as medium of instruction in selected primary schools in Chama District in Muchinga Province of Zambia. The main objectives were to establish views, roles and challenges faced by head teachers and teachers in the curriculum implementation of familiar languages as a medium of instruction from grade 1 to 4 in Chama District. The research design was a descriptive case study using more of qualitative approach than quantitative data analysis. Research instruments were interview guide, questionnaire guide, document analysis and observation. In this case, the sample size of this particular study consisted of the three head teachers and twelve class teachers from A, B and C Schools, bringing the total sample to fifteen. Findings of the study were tabulated according to study themes related to objectives. Findings revealed that school based management had negative views with the change of teaching learners in English to local familiar language as medium of instruction from grade 1-4. Additionally, findings revealed that roles of the head teacher were compounded with deficiency in training in the curriculum implementation of familiar languages as medium of instruction.Among them was deficiencies in monitoring, language proficiency, teaching and learning material and training in the implementation of familiar languages as medium of instruction from grade 1-4. Findings indicated that teachers were still using English other than local familiar languages as medium of instruction lower section. Based on the these findings, the study recommended to train head teachers before new curriculum was introduced in schools and offer continuing support to teachers to ensure effective implementation of curriculum. Government should deploy more literacy teachers and in accordance with their familiar languages in reference to the location of the school. The school management should be able to support, monitor and supervise teachers. However, further research suggests to investigate language challenges in the transition of learners from grade four to five and assessing learners with familiar language as medium of instruction from grade 1-4.