School management strategies to address the constraints experienced by secondary school science teachers for effective instruction

Abstract

This study examines the constraints science teachers face in secondary schools for effective science teaching and the role of school management in facilitating them. It assumes that teacher motivation is a key factor influencing the quality of science teaching and learning, and that school management plays a vital role in influencing teacher motivation. It employs a convergent parallel research design using telephonic unstructured interviews, online focus group discussions, and Google Form surveys. A sample of 44 respondents, of which six school principals, eight heads of science departments, and 30 science teachers from six secondary schools, was used. The study reveals the major factors affecting teacher motivation: i) a lack of qualified laboratory technicians; ii) a bulky science curriculum, science teachers teaching out-of-the-subject area; iii) a lack of innovative pedagogies, autonomy, resources; and iv) a safe work environment. The research concludes that school management should adopt a transformational leadership style, provide adequate and relevant professional development opportunities, give constructive and timely feedback, recognize and reward teacher performance, grant teachers more autonomy and voice, and create a supportive and collaborative work environment. The Ministry of Education should decentralize education with more teacher choice and school leaders’ voice in teaching and leading science subjects.