Abstract:
The purpose of the study was to determine the relationship between teacher monitoring evaluation scores and academic performance of grade seven (7) students in Milenge district, Zambia. The study employed the mixed methodology approach. The correlational ex-post facto research design was adopted for the study. The population consisted of 29 primary schools, 29 head teachers, 30 grade seven teachers and the 1,104 grade seven students who sat for the examination council of Zambia in Milenge district in the year 2015. All the 29 primary schools, 30 grade seven teachers and the 1,104 students were used as sample. Five head teachers were randomly selected and interviewed. Document analysis and interview were used as instruments for data collection. A format was designed for the collection of teacher’s monitoring evaluation scores as well as the results of grade seven students. The teacher monitoring instrument and the results of grade seven students were already standardized. The interview schedule was face and content validated by research experts. The researcher personally collected the data and administered the interviews. The data collected were coded and analyzed using the descriptive statistics and correlation analysis. The Statistical Packages for Social Sciences (SPSS) version 23 was used for the analysis. The interview questions were interpreted using the thematic analysis. The study revealed that the student academic performance was at credit level with a maximum score of 59% in Icibemba and minimum of 51% in Creative and Technology Studies. On teacher monitoring evaluation scores the study revealed that personal presentation and knowledge of the subject by teachers were good, while organisation of the lesson, variety of activities, pupil participation, classroom management and teacher working documents were satisfactory. On the other hand attention to individual students and use of resources were unsatisfactory. The relationship between teacher monitoring evaluation scores and student academic performance was found to be moderate. Responses from the interview revealed that, headteachers monitor teachers once in a month however, the recommendations or advice given to the teachers by the headteachers after monitoring were not implemented by the teachers. Based on these, the study recommended that all teachers should be encouraged to use resources and attend to individual students. Headteachers should intensify teacher monitoring in schools.
