Teachers' Coping in Financial Difficulties: a Case Study of the 'Classroom Tuckshop' Phenomenon in Zimbabwean Urban Primary Schools in Norton

A ZJER study on the financial difficulties faced by primary school teachers in Zimbabwe and the counter measures they adopted to cope with their low wages and incomes.The study sought to investigate the prevalence of the ‘classroom tuck shop' phenomenon in Zimbabwean urban primary schools. The sample consisted of five school heads, fifty teachers, and one hundred pupils, all drawn from five urban schools in Norton. Interviews were conducted with the five school heads and one hundred pupils. Questionnaires were administered to the teachers and focused group discussions were conducted with the school teachers and pupils. The study found out that the ‘classroom tuck shop ‘phenomenon is prevalent in urban primary schools. A large number of teachers felt that this phenomenon does not affect the teacher pupil relationship though the majority of pupils were of the opinion that teachers should not sell items in their classrooms. All the school heads felt that this practice negatively affects the quality of instructs n. It was also found out that teachers have resorted to this practice as a result of the unfavourable macro economic environment, which has witnessed a decline in the status of the teacher. The study recommends that teachers should not sell items in their classroom. The concerned Ministry should seriously consider reviewing teachers ‘salaries and schools should be allowed to engage in income generating projects to cushion teachers from the effects of the harsh inflationary macro economic environment

Language and Gender: Implications on the Development of Female Self Concept in Zimbabwe

A ZJER article on sexuality and development in women using the paradigms of language and gender.This article analyzes the relationship between use of language and gender in the development of the female self concept.The argument is that language can reinforce asymmetrical gender relations in society through the use of gender specific vocabulary. Two concepts, that is gender and patriarchy, are discussed and their relationship to the use of language is shown. Socialist Feminism as the guiding theoretical perspective is discussed as well as Cooley's concept of the looking glass self. A detailed analysis of the t relationship between language and gender is undertaken and in it the following issues are critically discussed: language used about women, language used by women and linguistic differences to social interactions.This article concludes by showing how education can be used as a tool in the deconstruction of gender stereotypes about women in the use of language.The need to avoid the use of derogatory and demeaning vocabulary in interaction both inside and outside the classroom is emphasized

Student teacher perceptions of the role of classroom mentors on attachment teaching practice: the case at Morgan ZINTEC College

A case study of student teacher perception of the role of classroom mentors carried out at a teachers college in Zimbabwe.This study sought to identify the perceptions that student teachers hold towards their mentors whilst on attachment teaching practice. The sample consisted of 80 final year students. 80 questionnaires were administered to the students at the college. Focused group discussions were conducted with the students in the sample at the college. The study found out that student teachers have a positive attitude towards mentors, teachers with other responsibilities should not be appointed as mentors and that teaching practice is an important component of Initial Teacher Education. The study recommends that: teachers ’ colleges should conscientise mentors on their roles, mentors need to create a harmonious working relationship with student teachers and that a change of class and mentors should be kept at a minimum during attachment teaching practice

Language and Gender: Implications on the Development of Female Self Concept in Zimbabwe

This article analyzes the relationship between use of language and gender in the development of the female self concept.The argument is that language can reinforce asymmetrical gender relations in society through the use of gender specific vocabulary. Two concepts, that is gender and patriarchy, are discussed and their relationship to the use of language is shown. Socialist Feminism as the guiding theoretical perspective is discussed as well as Cooley's concept of the looking glass self. A detailed analysis of the t relationship between language and gender is undertaken and in it the following issues are critically discussed: language used about women, language used by women and linguistic differences to social interactions.This article concludes by showing how education can be used as a tool in the deconstruction of gender stereotypes about women in the use of language.The need to avoid the use of derogatory and demeaning vocabulary in interaction both inside and outside the classroom is emphasized

Teachers' Coping in Financial Difficulties: a Case Study of the 'Classroom Tuckshop' Phenomenon in Zimbabwean Urban Primary Schools in Norton

The study sought to investigate the prevalence of the ‘classroom tuck shop' phenomenon in Zimbabwean urban primary schools. The sample consisted of five school heads, fifty teachers, and one hundred pupils, all drawn from five urban schools in Norton. Interviews were conducted with the five school heads and one hundred pupils. Questionnaires were administered to the teachers and focused group discussions were conducted with the school teachers and pupils. The study found out that the ‘classroom tuck shop ‘phenomenon is prevalent in urban primary schools. A large number of teachers felt that this phenomenon does not affect the teacher pupil relationship though the majority of pupils were of the opinion that teachers should not sell items in their classrooms. All the school heads felt that this practice negatively affects the quality of instructs n. It was also found out that teachers have resorted to this practice as a result of the unfavourable macro economic environment, which has witnessed a decline in the status of the teacher. The study recommends that teachers should not sell items in their classroom. The concerned Ministry should seriously consider reviewing teachers ‘salaries and schools should be allowed to engage in income generating projects to cushion teachers from the effects of the harsh inflationary macro economic environment

Lobola and gender based violence: perceptions of married adults in Gweru urban, Zimbabwe.

Marriage as an institution in the traditional African society is a vital mechanism for social control and social stability. Zimbabwe like any other patriarchal society regards marriage as a cornerstone of development and the general maintenance of society in its most traditional form. In the Zimbabwean society, for the marriage to be morally and socially acceptable and respectable, lobola (bride wealth) must have been paid by the bride groom. However, it is the contention of this paper that lobola exacerbates gender based violence (GBV) in these marriages. Most critics of lobola argue that this traditional practice has been commercialised because of the dollarization of the economy and has since lost its real value and function as men use it as a tool to oppress, exploit and dominate women. The sample for the study consisted of forty participants who were victims, survivors and perpetrators of gender violence. Qualitative methodology using modified grounded theory techniques was used in the study. The paper maintains that lobola exacerbates gender based violence against females and that gender constructions of masculinity condone and encourage male violence. Patriarchy as a system thrives on the use of sexual violence and rape, the threat of and the actual use of force resulting in GBV in the home and the institution of marriage