Are They Free From Challenges, and How are They Coping? Exploring The Experiences of Untrained Head Teachers in The City of Lusaka

Abstract

The new experience of being appointed as a head teacher when untrained evokes a profound reality shock which may result in serious performance challenges and trepidation. The paper explores the experiences of 32 head teachers in the city of Lusaka who have not had continuous professional development in education and leadership management. The head teachers were purposefully sampled using theoretical sampling. The findings are informed by two approaches of content analysis, which are conventional summative content analysis. The analysis generated seven categories of challenges and five categories of problem-focused coping behaviours. Participants retrospectively described coping as an active and ongoing process to adapt to the challenges they encountered and uphold continuity in their everyday life. Based on the findings, it is possible to conclude that the education system is far from ameliorating the roles of head teachers, especially enhancing their professional development. In essence, the findings reveal a systemic failure in the professional development of head teachers in terms of education management and leadership. The paper significantly advances the understanding of the experiences of head teachers from their everyday lives as they navigate the complexities of role transitioning. The paper highlights the need for the development of structured support systems and educational programmes that can better build capacities in the head teachers. By understanding the intricacies of being appointed when untrained, the Teaching Service Commission and the Ministry of Education, as policymakers, could develop targeted strategies that foster resilience and adaptability to new jobs and the environment.