The effects of economic instability on secondary school teachers in Zimbabwe: a case of Mashonaland Central Province

Abstract

The purpose of the study was to analyse the effects of economic instability on teachers in decentralized secondary schools in Mashonaland Central Province, Zimbabwe between 2000 and 2017. This study used habitus and social capital as a conceptual framework. This was a qualitative study, which made use of a multi-case research design. Data was collected using focus group discussions, interviews and document analysis. Eight research sites in the form of secondary schools in four districts were used. Data analysis was done using theoretical prepositions guided by research objectives and research questions. Data presentation was characterised by quotes of participants. The study revealed that economic instability had negative results in the field of secondary schools. Economic instability negatively affected teaching and learning. In addition, economic instability affected individual secondary school teachers psychologically as their social status was battered. Economic instability affected relations between teachers and other secondary school actors by aggravating already existing contestations. Economic instability forced teachers to resort to other activities in order to survive the economic situation, which negatively affected teaching and learning. The study has shown that decentralized secondary schools found it difficult to solve the problems brought about by economic instability especially when the instabilities occurred within the difficulties of the broader Zimbabwean context. It is recommended that decentralized secondary schools should be assisted financially and with resources to withstand economic challenges. Further similar research is recommended for other provinces in the country.