THE SOCIO-ECONOMIC FACTORS INFLUENCING TEACHER ENROLLMENT IN UNDERGRADUATE AND POSTGRADUATE PROGRAMMES IN ZAMBIA

Forfattere

  • Marien Matafwali Lecturer/Researcher, School of Social Sciences ZCAS University, Zambia
  • Douglas, W. Rolls Lecturer/Researcher, School of Law, ZCAS University, Zambia
  • Webster Sikazwe Lecturer/Researcher, School of Business, ZCAS University, Zambia
  • Chiyaba Njovu Lecturer/Researcher, Open Distance & e-Learning, ZCAS University, Zambia

DOI:

https://doi.org/10.46827/ejes.v11i11.5593

Nøgleord:

socio-economic factors, teacher enrolment, undergraduate programmes, postgraduate programmmes, Zambia

Resumé

The study focused on the socio-economic factors influencing teacher enrolment in undergraduate and postgraduate programmes in Zambia. It employed Human Capital Theory and a mixed-methods approach. A sequential exploratory research design was adopted for the current study. Data were collected from six provinces and comprised a total of 240 respondents. A questionnaire and interview guide were used to collect data. Qualitative data underwent thematic analysis, while quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) to generate frequencies and percentages. Multiple regression and T-test were also used to test the hypothesis. The study reveals that socio-economic factors significantly influence teacher enrolment in education programs in Zambia. Key factors such as Economic Affordability (EA) and Availability of Scholarships (AS) are highly influential, as shown by multiple regression analysis indicating significant positive relationships (EA: β=0.597, p=0.016; AS: β=0.418, p=0.004). Other significant factors include Socio-economic Background of Teachers (SBT: β=0.665, p=0.033), Government Support Programmes (GSP: β=0.316, p=0.002), Perception of Career Advancement Opportunities (PCAO: β=0.798, p=0.000), Study Leave Opportunities (SLO: β=0.676, p=0.037), Cultural and Social Norms (CSN: β=0.227, p=0.009), and Family Support and Responsibilities (FSR: β=0.612, p=0.000). Challenges such as financial constraints, lack of government support, and work-life balance were identified as significant barriers to enrolments in postgraduate programmes. Recommendations included: implementing financial support, offering flexible learning options, promoting the benefits of further education, and establishing support networks with mentorship.

 

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Forfatterbiografier

  • Marien Matafwali, Lecturer/Researcher, School of Social Sciences ZCAS University, Zambia

    Dr. Marien Matafwali is an educational psychologist with extensive experience in both academic and practical applications in the field. She is currently a lecturer and researcher at Zambia Center for Accountancy Studies University, within the School of Social Sciences. She has authored numerous articles in local and international journals on child development, child abuse, child protection, counseling, and education. Other areas of expertise include working with abused and street children, child protection, counseling, and HIV/AIDS issues. Her research interests span a broad range of vital social issues, including child development, Early childhood education, gender-based violence, child protection, guidance and counseling, motivation, and employee performance.

  • Douglas, W. Rolls, Lecturer/Researcher, School of Law, ZCAS University, Zambia

    Douglas Walter Rolls II is an academic and legal expert with a deep commitment to advancing knowledge and legal practice. As Head of Department and Lecturer of Law at the School of Law at ZCAS University in Lusaka, Zambia, he has made significant contributions to the field through his scholarly work and teaching. With over 18 years of experience in banking, he brings a wealth of practical insights with him to his academic pursuits. His research interests are diverse and encompass a wide range of legal disciplines, including banking and regulation, securities markets, corporate law, education and learner development, jurisprudence, trust law, employment law, probate law, family law, company law, insolvency, and public international law. His interest in comparative law further enriches his scholarly contributions. In terms of qualifications, he holds advanced degrees from various tertiary institutions, including a degree in Economics and a degree in Law from the University of Zambia, a master’s degree in Banking and Finance from the FinAfrica Institute in Milan, Italy, and a Master's degree in Commercial Law from the University of Lusaka (UNILUS). Currently, he is pursuing his Doctor of Laws (LLD) at the University of Pretoria (UP) School of Mercantile Law.

    Webster Sikazwe is currently engaged as a lecturer and researcher at ZCAS University in the School of Business Faculty. His research interests revolve around the areas of finance, banking and investment, on which he has published a number of research articles. He holds a master’s degree in Finance, a Bachelor of Science in Banking and Finance from Copperbelt University. He is currently pursuing a PhD in Finance. His research interests include: financial literacy, SME financing, emerging stock market participation, banking and investment planning.

  • Webster Sikazwe, Lecturer/Researcher, School of Business, ZCAS University, Zambia

    Webster Sikazwe is currently engaged as a lecturer and researcher at ZCAS University in the School of Business Faculty. His research interests revolve around the areas of finance, banking and investment, on which he has published a number of research articles. He holds a master’s degree in Finance, a Bachelor of Science in Banking and Finance from Copperbelt University. He is currently pursuing a PhD in Finance. His research interests include: financial literacy, SME financing, emerging stock market participation, banking and investment planning.

  • Chiyaba Njovu, Lecturer/Researcher, Open Distance & e-Learning, ZCAS University, Zambia

    Dr. Chiyaba Njovu is a computer scientist who has not only been an academic but also been a practitioner in databases and database applications development. His experience is quite vast, having taught at universities in Zambia and the UK for the past 35 years. As an academic, he has taught many courses in computer science and specifically databases at undergraduate and postgraduate levels and supervised many students at all levels including PhD studies. As head of the Database Subject Group at Greenwich University in the UK, he inspired the development of new learning programmes in databases in the university. As an African Regional Link tutor for international collaborations, he worked with many universities in Africa and opened collaboration linkages in 13 African countries. He brings to the team a wealth of experience in fields such as computer science and computer science applications, international collaborations and education pedagogy. In terms of qualifications, he holds a PhD and a Master’s degree in computer science from Cardiff University, a Bachelor of Science degree in Mathematics and Computing from the University of Zambia, and a Postgraduate Certificate in Education and Training from the University of Greenwich. Currently, he is the Dean of the School of Open, Distance and eLearning at the ZCAS University and is also a member of the ZCAS University Council.

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2024-09-20

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Årg. 11 Nr. 11 (2024)

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