CBMP Analytical Report Part 1 - Transparency and Accountability ...

More documents

Recommendations

Info

The table above shows that teachers more administrative responsibility rests in the Head Teachers hands. In addition the study found out that representatives are appointed by the schools to be able to collect salaries in cases where the Head Teachers have other pressing issues at hand. Furthermore, 14.4% indicated that Head Teachers usually go with a school representative to collect salaries for security reasons. A scenario was unearthed in Mzimba District, Etchiyeni Primary School, where teachers attested that salaries are collected by anyone who needs the money most. While this was surprising, the study unveiled that the situation arose due in large to power struggle among teachers. Discussions revealed that the school has been running without a Head Teacher for the past five years, with only one teacher heading the school in an acting capacity. This being the case, there is lack of incentive to assume all administrative responsibilities by the ‘Acting Head’ while on the other hand, other teachers do not really feel that they have an administrative leader. Furthermore, the teachers revealed that nowadays, there is no Headship Allowance for Head Teachers in Primary Schools, such that it is not rewarding to be a Head Teacher, but rather it adds administrative burden. This lack of financial reward for the headship also demoralizes the teachers from assuming responsibilities. With the Cash System, the study revealed that in many cases (83.3%), the teacher or representative that goes to collect the salaries for the fellow teachers comes back the same day and distribute the money the very day. This shows general responsible behaviour by teachers towards public resources. However, some outliers occur in that 2.4% shows that a few cases have happened where the teacher who went to collect salaries had not returned the same day. According to data, 30% of the delays are due to unofficial duties by collectors (such as shopping, drinking and others), while 70% are due to long distances. This then contributes to further delay in the time the other teachers get their pay, and demoralization to teachers delivery of teaching service. 21
Also, the failure to return the same day by those who go to collect salaries reduce the contact time with pupils (who are entitled to this service), especially in rural areas where teachers are few [and it is difficult to allocate other teachers to the same class]. 3.2.5 Anomalies in Salary Amounts While the incidences of ‘not returning quickly’ from salary collected did not feature highly among the teachers concerns, the study found out that 17.3% had had anomalies in their salaries in the past six months. The main anomaly was that the salary was not equal to officially expected salary. While the extent of irregularities were not quantified, this is potentially a point of leakage of government funds which might be of systemic nature. The Table below shows the statistic; Table 6: Whether Salary was Equal to Officially Expected one in past 6 Months Response Frequency Valid Percent Cumulative Percent Valid Yes 229 82.7 82.7 No 35 12.6 95.3 Both Cases have arisen 13 4.7 100.0 Total 277 100.0 Total 300 Source: Authors Analyzed Raw Data The table above has it that only 82.7% of the teachers had a perfect pay record in the past six months. And, to avoid hasty generalization, the study further dug out information to find out whether these anomalies were one-off events or they had been trends. It was revealed that a significant 6.5% had had this incident every month, 5.7% had faced this incident twice in the past six months while another 5.7% of the teachers had this incident five times. In addition to this scenario, the study shows that none of the ‘victim teachers’ know why this is happening. This becomes a huge set-back to the teachers’ morale of teaching. 22
Page 1 and 2: FINAL REPORT PUBLIC EXPENDITURE TRA
Page 3 and 4: LIST OF FIGURES Figure 1: Teachers
Page 5 and 6: ACKNOWLEDGEMENTS The Community Base
Page 7 and 8: teachers (the majority in Mulanje)
Page 9 and 10: • There is also need to institute
Page 11 and 12: (TAP) in order to conduct a Public
Page 13 and 14: 1.3 Scope of Work To achieve this p
Page 15 and 16: Having agreed on the above, pre-tes
Page 17 and 18: 3.0 STUDY FINDINGS 3.1 Demographic
Page 20 and 21: Table 2: Academic Qualifications fo
Page 22 and 23: that teachers are eligible for prom
Page 24 and 25: which might deter their commitment
Page 26 and 27: exacerbated by the fact that teache
Page 28 and 29: the study found out that there is n
Page 32 and 33: According to the teachers, the abov
Page 34 and 35: service even further especially in
Page 36 and 37: 56.3% of the schools affected, clas
Page 38 and 39: may be tempted to say, is collected
Page 40 and 41: Table 8: Variable How teachers cope
Page 42 and 43: 3.3 Government Efforts 3.3.1 New Me
Page 44 and 45: it is not yet realized at higher ad
Page 46 and 47: • The mode of salary access is al
Page 48 and 49: esponsible should create village ag

CBMP Analytical Report Part 1 - Transparency and Accountability ...

Create successful ePaper yourself

Delete template?

Save as template?