ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2371

Literacy at the crossroad: Early-grade literacy teaching challenges in Zambia’s Chama district

Mathias Shimanga Chunnga 1, Themba Ralph Mkhize1, Ntokozo Dennis Ndwandwe2
  1. 1 University of South Africa, South Africa
  2. 2 University of South Africa, South Africa

Abstract

To retain teachers in the profession and encourage them to stay in rural areas, it is essential to recognise the challenges they face. Assisting them in discovering solutions will enhance their classroom practices. This study examines the challenges teachers face in supporting early-grade learners during the mentoring process. The study employed a qualitative case study design. Fifteen participants were purposefully selected from two schools in the Chama district in Zambia. These included one district official, two school head teachers, two senior teachers or mentors, two School in-service coordinators, four early-grade teachers, and four parents. Data for the study were collected through semi-structured focus groups and supplemented by observation. The data gathered were analysed using a thematic analysis approach. The findings revealed several challenges affecting the teaching of early-grade literacy and teacher support and mentoring. Accordingly, the study recommends that appropriate measures be implemented to ensure adequate teacher support and mentoring.

How to Cite

Chunnga , M. S., Mkhize, T. R., & Ndwandwe, N. D. (2026). Literacy at the crossroad: Early-grade literacy teaching challenges in Zambia’s Chama district. International Journal of Studies in Inclusive Education, 3(1), 13–19. https://doi.org/10.38140/ijsie.v3i1.2371
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