HEAD TEACHERS' CANDIDATE PREPARATION STRATEGIES AND STUDENTS’ PERFORMANCE IN THE PRIMARY CERTIFICATE OF EDUCATION IN CHIMOIO DISTRICT, MOZAMBIQUE
DOI:
https://doi.org/10.46827/ejes.v11i10.5575Keywords:
head teachers, candidate preparation, strategies, students’ performanceAbstract
The purpose of this study was to investigate the influence of head teachers' candidate preparation strategies on students’ performance in the Primary Certificate of Education in Chimoio District, Mozambique. The objectives of this study were: to examine the influence of examination anxiety management on students’ academic performance and to evaluate the influence of motivation strategy on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. A convergent parallel mixed method design was used. The study adopted a cross-sectional survey research design for quantitative data and a phenomenological design for qualitative data. The focus was on public primary schools, head teachers, teachers and Mozambique’s Ministry of Education officer. Simple random sampling was used to select 18 out of 23 primary schools and 125 out of 312 teachers; criterion purposive sampling was used to select 18 head teachers and 1 Ministry of Education officer. Proportionate sampling, simple random sampling, was used to select 316 out of 1500 students. Questionnaires were used to collect data from students and teachers. An interview guide was used to collect data from head teachers and the Ministry of Education officer. Instrument reliability was tested using the test-retest technique, where a score of 0.82 was realized. Quantitative data was analyzed using SPSS version 25, and findings were reported in percentages, frequency tables, and graphs. The qualitative data were analyzed into themes according to the research questions and reported in narratives and direct quotations. The study revealed that head teachers’ candidate preparation strategies, including, exam anxiety management and student motivation, have an influence on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. The study recommended that in preparing candidates for examinations, head teachers should prioritize and promote intrinsic motivation strategies. These include fostering a supportive learning environment, encouraging student autonomy, and emphasizing the value of learning itself. Such strategies are expected to have a more sustainable and positive impact on student engagement and academic performance.
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