Abstract:
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 teachers 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 |
