An Investigation into Teacher Perceptions on School Readiness Assessment in Choma District, Zambia

The assessment of school readiness in early childhood education is a multifaceted process encompassing various developmental domains. This study investigated teachers’ perceptions on school readiness assessment practices in Choma District primary schools. Using a qualitative approach and case design, data was generated through interviews and focus group discussions with 20 participants, including ECE teachers and school managers selected purposively. The findings revealed that ECE teachers primarily relied on basic assessment tools such as observation, which was deemed insufficient for effectively assessing school readiness. Assessment practices across the district lacked consistency, as they were largely dependent on teacher-created methods such as screening and observation. Limited training on advanced assessment techniques further hindered comprehensive assessment of learners. Teachers also faced significant challenges, including resource shortages, overcrowded classrooms, inadequate classroom space, insufficient teaching and learning materials, limited parental involvement, and a lack of professional development opportunities. As such, the study proposes increased support for teachers through resources and professional development programmes, to improve school readiness assessments. In addition, schools could foster stronger communication with parents and the community to encourage greater involvement in their children’s education. The study concludes that strengthening assessment practices in ECE is key to ensure a more accurate and comprehensive assessment of school readiness. Enhancing teacher training, providing necessary resources, and implementing standardised assessment methods will contribute to a more effective and equitable early learning environment.