CHALLENGES FACED BY ZIMBABWE’S SCHOOL ADMINISTRATORS IN MANAGING SCHOOLS: A CASE OF GWERU DISTRICT

Abstract

In Zimbabwe, problems with school administration have arisen as a result of Zimbabwe's constantly changing macro- and microenvironment. The COVID-19 pandemic emergency, which introduced additional demands including social isolation, exacerbated the preexisting issues. This study's primary objective is to examine the difficulties Zimbabwean school administrators experience in running their institutions, with a focus on the Gweru District Schools. The study's key conclusions were that administrators faced challenges primarily due to the weakening economy, absenteeism, a lack of enthusiasm, low pass rates, and insufficient financial resources. Violence, judicial constraints, and the updated COVID-19 compliance requirements were further issues. The administration should address the political and economic issues, according to the recommendation. To enhance education in the district, the administration was urged to procure more educational materials from foreign partners. The new infrastructure and resource demands resulting from compliance with COVID-19 necessitate collaboration among parties.