Predictors of learner performance in urban primary schools: Evidence from Chingola District, Zambia
Constance Kangwa Mpundu & Mubanga Mpundu
Abstract
Learner performance in primary schools remains a significant concern in Zambia, particularly within urban public schools experiencing increasing learner enrollment, classroom congestion, and instructional challenges. Teacher-related factors such as academic qualifications, teaching experience, and instructional resource availability continue to influence the quality of teaching and learner achievement. This study examined how teacher qualifications, teaching experience, and instructional resource availability influence learner performance in selected urban primary schools in Chingola District, Zambia. The study also explored learners’ perceptions of teaching effectiveness within the selected schools. The study employed a quantitative cross-sectional correlational research design. Data were collected from 243 participants comprising 210 learners and 33 teachers drawn from three selected urban primary schools in Chingola District. Structured questionnaires and school academic records were used as sources of data. The collected data were analyzed using descriptive statistics and multiple regression analysis with the aid of the Statistical Package for the Social Sciences (SPSS) version 28. The findings revealed that teacher qualifications had a statistically significant positive influence on learner performance, suggesting that teachers with higher academic and professional qualifications contributed positively to learner achievement. In contrast, teaching experience and instructional resource availability demonstrated statistically significant negative relationships with learner performance, indicating that years of teaching experience and the mere availability of resources do not automatically improve learner outcomes unless supported by effective instructional practices and continuous professional development. The study further established that learners generally held positive perceptions regarding teaching effectiveness, classroom support, and teacher–learner interaction, although challenges relating to overcrowded classrooms and limited individualized support were also reported. The study concludes that learner performance in urban primary schools is shaped by interconnected teacher-related and institutional factors.
Keywords
effective teaching, performance gap, teacher-related factors, schools
Author information & Contribution
Constance Kangwa Mpundu. Master of Education in Educational Leadership. Postgraduate Student, The University of Zambia. Email: constancekangwa24@gmail.com
Mubanga Mpundu. Corresponding author. PhD Economics. Senior Academic and Researcher, University of the Western Cape. Email: mmpundu@uwc.ac.za
“All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript.”
Disclosure statement
The authors declare that there is no conflict of interest.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines set by the Biomedical Research Ethics Committee of the University of Zambia. The conduct of this study has been approved and given relative clearance(s) by The University of Zambia Biomedical Research Ethics Committee (Ref: 6327-2025)
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
The authors declare the use of artificial intelligence (AI) in writing this paper. In particular, the authors utilized Grammarly for language and grammar correction. The authors take full responsibility for ensuring proper review and editing of the AI-generated content.
Notes
Acknowledgement
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Cite this article:
Mpundu, C.K. & Mpundu, M. (2026). Predictors of learner performance in urban primary schools: Evidence from Chingola District, Zambia. International Journal of Educational Management and Development Studies, 7(2), 99-125. https://doi.org/10.53378/ijemds.353368
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