Crisis Management: The state of preparedness and response in selected schools in Zimbabwe

Abstract

The occurrence of a crisis in a school affects the continuation of teaching and learning. Quite often, this happens when no one in the school least expects and is therefore not well prepared for it. Resultantly, the reaction to the crisis hardly ever matches the desired response. The complexity experienced during the Covid-19 pandemic as well as the increasing occurrence of other crises in schools in Zimbabwe has led to questions being asked as to whether school heads in Zimbabwe were adequately equipped with skills and competences to respond and manage crises that occur in their schools. The purpose of this study therefore was to examine the crisis management state of preparedness and response in selected schools in Zimbabwe.
The study utilised the quantitative research design in which a questionnaire was administered to teachers, deputy heads and school heads attending cohort studies at one university in Zimbabwe. Findings suggest that although school heads were cognizant of what a crisis and its life cycle were, they were only using their wisdom and common sense to do so. They came into their positions without crisis management prior training and subsequently did not receive any at all. Their knowledge and compliance with risk and disaster management policy circulars available in schools did not necessarily translate into them being crisis managers, neither did it make them competent in that regard. It is therefore imperative that when dealing with crises, school heads be guided by best practice obtained through training. The study therefore recommends training for school heads in crisis management. It proposes that qualified guidance and counselling teachers, who can better use their skills and competences to address crisis recovery in schools be appointed. It further proposes that crisis plans be made mandatory in all schools.