THE SOCIO-ECONOMIC FACTORS INFLUENCING TEACHER ENROLLMENT IN UNDERGRADUATE AND POSTGRADUATE PROGRAMMES IN ZAMBIA

Marien Matafwali, Douglas, W. Rolls, Webster Sikazwe, Chiyaba Njovu

Abstract


The study focused on the socio-economic factors influencing teacher enrolment in undergraduate and postgraduate programmes in Zambia. It employed Human Capital Theory and a mixed-methods approach. A sequential exploratory research design was adopted for the current study. Data were collected from six provinces and comprised a total of 240 respondents. A questionnaire and interview guide were used to collect data. Qualitative data underwent thematic analysis, while quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) to generate frequencies and percentages. Multiple regression and T-test were also used to test the hypothesis. The study reveals that socio-economic factors significantly influence teacher enrolment in education programs in Zambia. Key factors such as Economic Affordability (EA) and Availability of Scholarships (AS) are highly influential, as shown by multiple regression analysis indicating significant positive relationships (EA: β=0.597, p=0.016; AS: β=0.418, p=0.004). Other significant factors include Socio-economic Background of Teachers (SBT: β=0.665, p=0.033), Government Support Programmes (GSP: β=0.316, p=0.002), Perception of Career Advancement Opportunities (PCAO: β=0.798, p=0.000), Study Leave Opportunities (SLO: β=0.676, p=0.037), Cultural and Social Norms (CSN: β=0.227, p=0.009), and Family Support and Responsibilities (FSR: β=0.612, p=0.000). Challenges such as financial constraints, lack of government support, and work-life balance were identified as significant barriers to enrolments in postgraduate programmes. Recommendations included: implementing financial support, offering flexible learning options, promoting the benefits of further education, and establishing support networks with mentorship.

 

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socio-economic factors, teacher enrolment, undergraduate programmes, postgraduate programmmes, Zambia

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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5593

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