Zimbabwean teachers’ imaging of self and their teaching practices in the context of education reforms.

Abstract

The research examined how education policy influenced Zimbabwean teachers‟ imaging of self as teachers and how that affected their teaching practices in the context of education reforms. The research adopted the qualitative research approach informed by the interpretive paradigm, with the narrative design informing data generation. The semi-structured interview and journal methods were used to initiate participants‟ interviews on the issues under review. Document and content analysis were employed to understand how the selected education policy influenced teachers‟ imaging of self as teachers and how that, in turn, affected their teaching practices. The results revealed that the three selected education policies influence how teachers image selves as teachers and, in turn, how that affects their teaching practices. Whilst the performance management system (PMS) and the Result-Based Management (RBM) created contrary views to those of teachers on what education is and what it means to be a teacher, the Practical Education Clocking Register system was viewed as a teacher control mechanism that curtailed teacher autonomy, thereby underplaying the teacher‟s moral image. Teacher supervision was viewed as more of play-acting rather than a true reflection of the teacher‟s day-to-day classroom performance. The research concluded that education policy development that excludes teachers‟ contributions affects their views of education and imaging of self as teachers, thereby influencing their teaching practices. The research recommends that education policy development should involve teachers so as to accommodate their concerns and ensure teachers‟ buy-in for successful education policy implementation. The research findings provide insights into how education policies influence teachers‟ imaging of self and their teaching practices.