Cross-Examining Integration Level of National Values and Principles in Classroom Practice

The study had three objectives: to determine whether national values and principles are explicitly stated in the revised senior secondary school zambia education curriculum, to establish teachers’ knowledge of national values and principles (NVPs), and to establish level of integration of NVPs in daily lesson plans. In order to have an in depth understanding of the study, a qualitative case study research design was used. Using purposive sampling strategy, 50 senior secondary school teachers were selected in kabwe urban town. Only senior secondary school teachers who teach compulsory subjects namely: biology, chemistry, english language, mathematics, physics, and science 5421 were included in the study. Six softcopies of compulsory senior secondary school syllabi were used to collect data on values explicitly stated in the senior secondary school zambia education curriculum. In addition, a self-administered questionnaire was used to determine teachers’ knowledge of NVPs and explicit use of NVPs in daily lesson plans. Results show that the senior secondary school zambia education curriculum has a total of thirteen values across six compulsory senior secondary school syllabi. Of the thirteen values, only two values were categorised under sustainable development. From a total of 50 participants, 22 participants managed to identify at most eleven NVPs correctly while 28 participants managed to identify at most seven NVPs correctly. None of the participants managed to identify all the 14 NVPs. Furthermore, no one among participants identified himself or herself to be explicitly integrating NVPs in daily lesson plans.