Exploring School-Based Stakeholder Support for Teachers in the Promotion of Child-Friendly School Environments

Abstract

Effective implementation of any curriculum initiative by teachers within a school context, require the support of the key school stakeholders. Teachers need to be complemented in their role in the promotion of child-friendly school (CFS) environments. Genuine and adequate collaboration from fellow teachers, school administration, learners and parents is expected to ensure learners friendly school environments. Hence, this study explored the extent and nature of support school stakeholders offer teachers to promote child-friendly school environments. The study adopted a concurrent triangulation research design and was guided and directed by two research questions. The population of the study consisted of teachers in seven government secondary schools in Mutare urban district of Manical and, Zimbabwe. A sample of 170 teachers responded to semi-structured questionnaires to determine the form and frequency of support offered them to promote CFS environments. In addition, in-depth semi-structured interviews were conducted with a sub-sample of 7 school heads and 7 Guidance and Counseling focal persons to explore the effect of the offered support on the role of teachers in the promotion of CFS environments. The study demonstrated that Zimbabwean teachers were not adequately supported in this curriculum initiative. It emerged that teachers were moderately supported by all the school stakeholders across the board. Support was reported to be offered in terms of professional development, resources and collaboration between teachers and the stakeholders. Lack of sound understanding of the child-friendly school environments concept emerged as a major contributing factor to the limited support from stakeholders. Based on the findings of the study, recommendations were made that teachers and school stakeholders need to be equally inducted on the philosophy behind the CFS concept, highlighting its benefits and sustainable strategies to embrace it.