Matthew A. M. Thomas
Zambian Teachers’ Perceptions of Expert Teaching: Resourcefulness, Punctuality, and
Sobriety
Abstract:
This research, both qualitative and quantitative in nature, was conducted during the summer of 2008
in the Southern Province of Zambia. 36 teachers, representing urban and rural schools, were
interviewed regarding their perceptions of expert teaching and the characteristics of exceptional
teachers. Additionally, over 100 teachers completed a questionnaire requiring them to rank the most
important teacher characteristics, ranging from “knowledge of content” to “compassion for
students” to “resourcefulness and creativity.” This research explores the myriad of factors that are
merged to create local perceptions of “quality” or “expert” teaching. It also aims to identify
culturally relevant teacher-training methods that will encourage the characteristics suggested by
participants and improve the overall quality of education in Zambian schools. From a comparative
perspective, the findings suggest that some participants’ perceptions of expert teaching match those
suggested by recent research, while other perceptions are unique to the regional and cultural context
of southern Zambia. In summary, by examining the teacher perceptions of expert teaching, this
research sheds light on the internal priorities and values of Zambian teachers. In this manner, a
deeper understanding of teachers’ qualities, ambitions, methods, and practices is added to the extant
research literature.