https://cris.library.msu.ac.zw//handle/11408/2492 Wed, 22 Apr 2026 17:08:21 GMT 2026-04-22T17:08:21Z https://cris.library.msu.ac.zw//handle/11408/3733 Title: Challenges faced by teachers in the implementation of inclusive education in Lower Gwelo Cluster schools Authors: Mubaiwa, Providence Abstract: This paper reports on the findings of a research study that investigated on the challenges faced by teachers in the implementation of inclusive education in two of the secondary schools in Lower Gwelo Cluster. The study made use of a mixed method approach .The research methodology was underpinned by a descriptive survey .The specific constructs studied were teachers and administrators .The sample was purposely drawn from 2 schools, 24 teachers and 2 heads of schools in Lower Gwelo cluster. The questionnaires were administered to secondary school teachers whereas the schools heads responded to face to face interview .Teachers were also directly observed by the researcher. Data was presented and analysed thematically using the research questions. The statistics package for social scientists (SPSS) was used to input collected raw data, process and generate descriptive statistics for presentation and statistics. The evidence pointed to the fact that teachers in Gweru district face challenges during inclusion and the challenges faced included lack of resources, lack of trained teachers, lack of clear cut policy, inappropriate infrastructure and lack of funding, large teacher to pupil ratio lack of team work and collaboration. Through the study , it has been established that the implications of the challenges result in stigmatisation and lower self-esteem among learners ,divided attention to learners , poor lesson delivery and overcrowded classes, and high dropout rate .Possible solutions were also revealed in the study and these solutions included training teachers, provision of relevant and appropriate infrastructure, provision of resources, lower teacher to pupil ratio, government to design a policy to enhance effective inclusion, facilitation of workshops and meetings to educate the teachers to enhance effective inclusion .The study made some recommendations to the ministry ,schools and teachers so as to mitigate the barriers to effective inclusion. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3733 2019-01-01T00:00:00Z Mubaiwa, Providence https://cris.library.msu.ac.zw//handle/11408/2493 Title: An investigation into the effectiveness of corporal punishment as a way of achieving discipline in schools: a case of high schools in Sanyati District, Mashonaland west province Authors: Kagweda, Karl- marx Abstract: The study sought to determine the effectiveness of corporal punishment as a way of achieving discipline in schools. Corporal punishment was illegalised but continues to be in use in secondary schools, and this pushed the need for the study. The study employed a descriptive research design. The population of the study included teachers, learners and heads in High schools in Sanyati District. A sample of nineteen teachers, eighty-five learners and three heads of schools was used in this study. The study made use of questionnaires, interviews and observations to access relevant data. The data was presented in tables, being analysed according to the research questions. The findings of the study revealed that majority of teachers, learners and heads suggest corporal punishment to be effective. Although its prevalence has been reduced and its noted negative implications, the majority justify the effectiveness of corporal punishment in fostering discipline. The most significant conclusion of the study was that corporal punishment is suggested as more effective when compared to alternatives in Sanyati District High schools. Last but not least, the study recommended that corporal punishment should continue in use basing on its conclusion as effective. Sun, 01 Nov 2015 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/2493 2015-11-01T00:00:00Z Kagweda, Karl- marx