By Dr Takavafira Zhou
Introduction
Teachers’ welfare has the greatest impact on the quality of education in any country. The human resource element is crucial to quality public education, and the sooner the government of Zimbabwe realises this the better for the country.
Theoretical Frameworks
The functionary (efficiency) theory states clearly that if an employer takes good care of the workforce, they become more efficient and productive. The equity theory posits that individuals seek a fair balance between what they put in their jobs and what they get out of it.
Historical Background
Under the New Dispensation the welfare of teachers in Zimbabwe has fallen from grace to grass with monotonous regularity. Now that the head of the Zimbabwean state, ED Mnangagwa, has assumed the chairmanship of SADC, it is imperative to have a regional perspective of salaries of teachers in particular, and civil servants in general.
Salary
A basic salary of US$540 was culled down unilaterally by the government, thereby militating against the common knowledge that teachers become more productive with better pay which raises their morale and motivation to perform well.
Housing & Transport
Inadequate housing and transport allowance hinder the teaching performance of teachers . Provision of houses to teachers can make their work easier and enjoyable so that they can concentrate on their key responsibilities. A teacher does not need to walk or travel long distances to school. It is imperative to minimise absenteeism, late coming and enhance teachers’ status by giving adequate housing and transport allowances.
Health and Safety
Equally important is teachers’ mental and physical health which affect their work as educators. Poverty, misery, and collapse of PSMAS have greatly affected teachers’ health with many suffering from psycho-social stress evidenced by increased cases of suicides, divorces, conflicts in schools, etc. Indeed, health is a critical factor in the provision of quality public education in any developing country. Zimbabwe is no exception.
School Environment
In several schools in Zimbabwe, classrooms, boards, sanitation, toilets, urinals, staff rooms, sitting facilities, teaching and learning materials, leadership styles of some school heads, monitoring and evaluation have largely collapsed or are atrocious. ICT has remained rudimentary in many schools owing to absence of electricity in 80% of primary and 65% of secondary schools in Zimbabwe.
Allowances
Several allowances agreed upon previously have failed to see the end of the day. Such allowances include hardship, duty, class teacher, HOD, A level, infancy, composite class, and bloated class allowances, etc.
Hunger and Starvation
Several teachers are virtually starving in schools and desperately need provision of meals such as break tea, lunch, and evening tea for boarding schools to assist them to have ample time to attend to the learners and lesson preparations.
Defective Collective Bargaining Framework
While we are aware of the defective engagement system in Zimbabwe that promotes collective begging as opposed to binding collective bargaining, it is our hope that the government will as of urgency mellow down to a more constructive approach, permeable to reason and facts, and agree to give an urgent rescue package to teachers. The government must also accept a robust collective bargaining forum that can reach binding decisions/agreements. At any rate collective bargaining generates industrial harmony and productivity.
Ptuz Projections
While Ptuz always subscribes to the *United Front* and collective wisdom of teachers in particular and civil servants in general, it is our objective view that teachers’ legitimate demands include among others:
1. Restoration of the purchasing power parity of US$540 basic salary as of November 2018
2. Education allowance of US$120 per month
3. Housing allowance of US$300 per month in line with the Paterson system
4. Transport allowance of US$100 per month.
5. Hardship allowance of 30% of the basic monthly salary for teachers in remote areas.
6. Payment of host of allowances previously agreed upon, etc.
As managers of the country’s best asset, viz, learners, and trading in the mother of all professions, teachers must be treated with dignity and lustre, let alone paid more than any other profession.
Conclusion
Indeed an urgent review of teachers’ salaries is long overdue. Such a review will generate industrial harmony in schools in Zimbabwe and positively influence teacher performance, innovation, dynamism and skilled educational revolution in the 21st century. On the other hand failure to address teachers or civil servants’ legitimate demands will exacerbates industrial disharmony that militates against sustainable development. It is prudent for the government to walk the path of development as opposed to stagnation by promoting industrial harmony and fair labour practice.
Venceremos
Dr Takavafira M. Zhou
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