The purpose of this study was to investigate teachers’ attitudes towards the implementation of
Performance Lag Address Program (PLAP) in Kadoma East cluster of Mhondoro-Ngezi district in
Zimbabwe. The researcher examined teachers ‘attitudes in terms of their appreciation level of PLAP
in helping lagging learners, whether PLAP is a strenuous and demanding teaching process, their
preparedness to spend on PLAP and their level of happiness in implementing PLAP. A survey to
determine teacher’s attitudes against PLAP was carried using twenty teachers (10 males, 10 female)
from five primary schools in Kadoma East cluster in Mhondoro- Ngezi district in Zimbabwe.
Measures of central tendencies (mode and mean) were used to analyse data from the study. The
study found out that primary school teachers teaching in Kadoma East cluster of Mhondoro-Ngezi
district of Zimbabwe had negative attitudes towards implementing PLAP. They indicated that they
were appreciating the importance of PLAP, PLAP was a strenuous teaching activity and demanding
teaching process, were not prepared to spend time on PLAP and were not even happy to implement
PLAP. This study recommends PLAP staff development programs that are aimed to make teachers
appreciate the value of PLAP teaching and learning
Real Time Impact Factor:
Pending
Author Name: Jabulani Mpofu
URL: View PDF
Keywords: Teachers, teaching, attitudes, Performance Lag Address Program, cluster
ISSN: 2581-5148
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