Document Type
Article
Citation
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Abstract
The study assessed record-keeping practices and their role in effective administration in primary and secondary schools in Chibombo District, Zambia, guided by four objectives: identifying types of records, assessing their role in administrative efficiency, recognising challenges in record management, and exploring strategies for improvement. The study employed a qualitative case study approach, and the target population involved headteachers, senior teachers, and class teachers, and the sample size had 30 participants to ensure diverse insights. Data collection was done using an interview guide for effective responses, with thematic content analysis applied to the qualitative data to identify key themes and subthemes. The study revealed schools keep a lot of important records, such as attendance records for pupils and staff, continuous assessments, lesson plans, cumulative pupil profiles, disciplinary cases, exams, inventories, financial transactions, and official letters. The study established that records helped teachers to keep the classroom in order by helping them to find pupils who need extra help, made it easier to plan tests and school events without stress. The study also established that both primary and secondary schools have challenges with keeping accurate and up-to-date school records. Some of these challenges are that teachers don't care enough about keeping records, they don't have enough training in records management, they don't have enough physical storage space like lockable cabinets and office space, they don't have enough computers, the electricity isn't always reliable, and there aren't any dedicated or qualified records personnel. The study recommends that the Ministry of General Education (MoGE) should initiate training programmes to sensitise headteachers, senior teachers and class teachers on the best record-keeping practices for effective administration to improve records management. It also recommended that the Ministry of General Education (MoGE) and school management should invest in adequate infrastructure, including lockable storage facilities, office space, computers, and reliable electricity.
