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Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia

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  • Thomas, Matthew A.M.
  • Thomas, Carolyn M.
  • Lefebvre, Elisabeth E.

Abstract

This article explores the multifaceted experiences of beginning basic school teachers in Southern Province, Zambia, through a qualitative study comprised of interviews with 35 basic school teachers. Our research examines the uniqueness of beginning teacher experiences in the global South, and points to the need to recognize the implications of ‘Education for All’ for this particular sub-group of the teaching population. We found that these teachers faced significant personal and professional difficulties, while receiving little support. Nevertheless, teachers expressed a commitment to the profession. Recommendations are provided to suggest improvements to the transition and socialization process for future beginning teachers.

Suggested Citation

  • Thomas, Matthew A.M. & Thomas, Carolyn M. & Lefebvre, Elisabeth E., 2014. "Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia," International Journal of Educational Development, Elsevier, vol. 38(C), pages 37-46.
    • Handle: RePEc:eee:injoed:v:38:y:2014:i:c:p:37-46
    DOI: 10.1016/j.ijedudev.2014.05.006
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    References listed on IDEAS

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    1. World Bank, 2011. "Learning for All," World Bank Publications - Books, The World Bank Group, number 27790, December.
    2. Aidan Mulkeen, 2010. "Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management," World Bank Publications - Books, The World Bank Group, number 13545, December.
    3. Aidan Mulkeen & David W. Chapman & Joan G. DeJaeghere & Elizabeth Leu, 2007. "Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa," World Bank Publications - Books, The World Bank Group, number 6648, December.
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    Cited by:

    1. Nkhokwe, Maxwell & Ungapembe, Felix & Furukawa, Norihide, 2017. "Identification of groups of secondary school teachers who leave the teaching profession in Malawi," Working Papers Field Report;3, JICA Research Institute.

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