Examining the Effect of Free Education Policy on Teachers Performance in Selected Secondary Schools in Lusaka District

This study examined the effect of the free education policy on teachers’ performance in selected secondary schools in Lusaka District, Zambia. The reintroduction of free education in 2022 led to a 16% increase in student enrolments, placing considerable pressure on teachers and school resources. This rapid growth raised concerns about teacher workload, classroom management, instructional quality, and overall job satisfaction. Guided by the Job Demands-Resources theory, the research explored teachers’ experiences and perceptions of free education, investigated its relationship with performance indicators, and identified challenges and opportunities emerging from its implementation. A mixed-methods research design was employed, targeting 92 respondents comprising teachers and school administrators from both urban and peri-urban secondary schools. Quantitative data were collected using structured questionnaires and analyzed with descriptive statistics, while qualitative insights from semi-structured interviews were examined through thematic analysis. The findings revealed that 62% of teachers reported an increased workload, with 38% indicating a significant rise and 24% a slight increase, directly attributable to higher enrolments. Classroom management difficulties were reported by 61% of respondents, with 37% finding it somewhat more difficult and 24% much more difficult. Teacher motivation showed a mixed pattern: 33% reported slightly increased motivation, 20% reported greatly increased motivation, 21% experienced reduced motivation, and 27% observed no change. Curriculum delivery was affected, with 48% of teachers noting a decline in instructional quality, while only 36% reported improvements. Feedback to learners was delayed for 46% of respondents due to assessment overload. Job satisfaction remained divided, with 40% expressing satisfaction, 35% dissatisfaction, and 25% reporting no change. Professional development opportunities were limited, as 39% of teachers indicated reduced access. Despite these challenges, teachers demonstrated resilience, employing coping strategies such as peer collaboration (30%), extended working hours (27%), and innovative teaching methods (22%). Opportunities identified included professional growth (33%), enhanced collaboration (27%), adoption of adaptive teaching strategies (22%), and promoting equity in access to education (13%). However, overall performance and well-being were negatively affected for 50% of respondents, while only 28% reported positive outcomes. The study concluded that while free education expanded learner access, it simultaneously strained teacher capacity, affecting workload, classroom management, curriculum delivery, and professional development. Recommendations include recruiting additional teachers (37%), providing adequate teaching and learning materials (28%), expanding continuous professional development (20%), reducing administrative burdens (10%), and improving teacher welfare (5%). Strengthening these support mechanisms is essential to ensure that free education benefits both learners and educators while maintaining high-quality instructional outcomes.