REPSSI Analysis & Dissemination Meeting
Supportive qualitative data Kelvin Munjile, Linda KaljeePSS Forum, 2 September 2015Victoria Falls, ZimbabweTo better understand the impact of this holistic intervention focused on teachers in schools and supported by community members; Provide additional opportunity to independently examine programme quality and efficiency that will suggest ways to ensure the intervention is acceptable and feasible;Assess programme feasibility and acceptability to ensure internal learning for all collaborating institutes.
Objectives of process evaluation The Process Evaluation uses qualitative data to provide information on logistical and delivery issues which can impact the effectiveness of a program. This data also provide information about on the ground application of the material covered in the MPES programme.
2Focus groups with teachers (basic and secondary)Focus groups with students (basic and secondary)School observationsKnown status during programme implementationBlinded following programme implementationObservations at Community of Practice meetingsInformal interviews with teachers and administratorsTeacher program workshop (post-implementation)
Process evaluation- types of dataResultsChanges in teachers attitudes towards learnersChanges amongst teachers interactions with each otherChanges amongst learners interactions with each otherChanges felt by parents/caregivers at homeTeachers not on the programme were initially skeptical but within 5 months into programme implementation, they became supportive and appreciated what the programme was doing in their schoolTeachers and learners were aware of the importance of a positive school environment and worked to make that happen
All data described here is triangulated using observational data and focus group discussions and blinded observations
Some quotations from teachersBullying has reduced drastically. All we see in most cases are just normal fights and when they occur, some learners will stop them or come quickly to report and the learners involved are talked to. Now many learners understand the negative issues about bullying and how it affects others negatively.- Teacher we never had time to interact with the learners on a personal level and as such, we used to see them as people who cannot change. With this program, all of this has since changed for we are able to consult the learners and they are very positive about the learning environment. - Teacher We have become more awarelike providing support to the learner in a better way so the learner can realize their potential and we give them emotional support. - Teacher
ConclusionsQualitative data supports the changes we were seeing in the quantitative RCTKey issues that emerged:Student learners acknowledge changes in their teachers and school environmentTeachers on the course acknowledge being able to changeUnbiased observation documented a change taking place in the schools that were exposed to the Teachers Diploma.Teachers that were initially skeptic and critical of the programme, changed their mind over time, following their lived experience of being in a school exposed to the Teachers Diploma.