Assessing the level of effort made by teachers at Chilenje Basic School towards the fight against COVID-19.

Abstract

COVID-19, which is caused by a virus commonly known as SARS-CoV-2, was first discovered in December 2019 in the city of Wuhan, China (Caruso, 2020). Since then, it has continued to spread worldwide, and Zambia documented its first case of “Covid-19” on 18th March “2020. The virus spreads from infected persons in small liquid particles through the mouth or nose whenever they speak, breathe, cough, sneeze, or sing.” The rapid spread of the pandemic has a negative effect on various human activities, such as economic and educational activities, including people’s way of life. The impact of COVID-19 affected the educational sector in schools, colleges and universities were subsequently closed. This study used a qualitative approach method and an investigative case study design to analyze a data sample of 10 respondents. The respondents were chosen using a data saturation purposive sampling procedure, data was collected from Key Informant Interviews (KIIs) and In-Depth Interviews (IDI) using the interview guide, and data was analyzed using thematic analysis. According to the findings of this study the respondents were trained on the need to provide supportive services during Covid-19, the teachers received training on technologies to help them communicate with different stakeholders, sensitization on Covid-19 as well as how to practice and ensure physical distancing among students. It was found that wearing of face masks, handwashing and checking of temperature were successfully and effectively employed while physical distancing was not effective. Among the challenges were weakness in social prevention and risk communication, lack of proper inequality as well as poor economic situation. Teachers are part of key stakeholders in the fight of epidemic diseases such as the Covid-19, for them to effectively contribute towards the fight of Covid-19 they require support from the government and other partners such as parents who are critical in the sense that the pupils respect the guidance from the teacher they are required to work together.