The Role of School Social Climate in Assessment of Home Economics Subjects at High Schools in Masvingo, Zimbabwe

Abstract

This interpretive inquiry sought to find out the role of school social climate in assessment of home economics subjects at high schools in Masvingo, Zimbabwe. The inquiry employed a descriptive survey in order to unveil the factors that contribute to a school social climate and its effects on the teaching and assessment of Home Economics practical coursework. A descriptive survey was best for a relative large sample. In-depth interviews and open ended questionnaires were the instruments used to collect data. Collected data were presented in both descriptive and narrative forms. The sample was purposely selected from a population of thirty schools and the sample comprised of forty eight administrators, home economics The research findings indicated that the factors that contributed to the school social climate were the academic performance of students, home economics teacher-administration relationship, teacher-pupil, teacher-teacher and school-community relationships. The effects of the social climate were many and adverse and mostly linked to poor mark allocation due to bias and stress. The study is intended to benefit teachers, administrators, pupils and the community by enlightening them on the importance of good relations; as these contribute to the good school social climate. The study recommends that high levels of professionalism for teachers in assessment of practical skills can be attained during regular briefing, in service training courses and giving professional guidance on good public relations.