An Exploration into the Academic Performance in Government and Mission Secondary Schools in National Public Examinations: A Case of Four Secondary Schools in Chilanga District, Zambia

The statistics of learner performance at grade 12 shows that their performance in grant-aided secondary schools is generally better than that of the non-grant aided secondary schools. This study sought to interrogate the academic performance in government and mission secondary schools in national public examinations at grade 12 in Chilanga District, Lusaka Province. A Concurrent Mixed Method Design was used to provide a comprehensive analysis of the research problem. The sample size selected of fifty respondents was drawn from four schools. Primarily data was collected through questionnaires and secondary data from desk research. The study analysed qualitative data by identifying themes emerging from the given data. Ostensibly, the unsatisfactory performance of pupils from non-grant aided schools was predominantly attributed to inadequate learning and teaching resources; over-enrolment of learners in class; demotivated teachers; insubordination; learner indiscipline; absenteeism; and inactive In-Service Training activities for teachers. Further, the study established the reasons for excellent performance to include high teacher motivation, manageable class size, eclectic leadership styles, and supportive working environment. It was noted that motivated teachers attended to the needs of individual learners, prepared adequately for teaching, assessed learners’ performance effectively, and engaged parents in the children’s learning processes. Additionally, the deduced measures used by Head Teachers to achieve excellent performance were the inclusion of basic elements, promotion of team work; supporting empowering teachers’ skills and securing good performance. It was concluded that mission schools outperform government schools due to high teacher motivation, manageable class sizes, effective leadership styles, and a supportive environment, while government schools faced challenges such as inadequate resources, over-enrolment, and teacher demotivation. Recommendations included improving teacher commitment, increasing parental involvement, providing better facilities, enhancing conditions of services, and engaging into research initiatives to boost performance.