| Abstract | 第5页 |
| 摘要 | 第6-7页 |
| Acknowledgements | 第7-8页 |
| Dedications | 第8-9页 |
| Acronyms | 第9-13页 |
| Chapter 1 | 第13-26页 |
| 1.1 Introduction | 第13-14页 |
| 1.2 BACKGROUND TO THE PROBLEM | 第14-26页 |
| 1.2.1 THE EFFECTS OF WESTERN IMPOSED SANCTIONS | 第14-15页 |
| 1.2.2 CROSS COUNTRY STUDIES OF STATE FRAGILITY AND ARMED CONFLICT CONTEXTS | 第15页 |
| 1.2.3 THE IMPLICATIONS OF EFFECTIVE AND EFFICIENT TEACHER SALARY SYSTEMS | 第15-16页 |
| 1.2.4 THE HUGE SIZE OF THE TEACHING FORCE IN THE CIVIL SERVICE | 第16页 |
| 1.2.5 THE IMPLICATIONS OF LACK OF SUPPORT FOR RURAL TEACHER SALARIES ON PUPIL-TEACHER RATIOS AND RURAL EDUCATIONAL QUALITY | 第16-17页 |
| 1.2.6 THE ROLE OF MORE FUNDING FROM EXTERNAL DONORS AND NON-GOVERNMENTAL ORGANISATONS | 第17-18页 |
| 1.2.7 WHAT ARE THE COMPONENTS OF AN EFFECTIVE TEACHER SALARY SYSTEM:GOLDSMITH CONCEPTUAL FRAMEWORK | 第18-21页 |
| 1.2.8 CONCEPTUAL FRAMEWORK | 第21-22页 |
| 1.2.9 STATEMENT OF THE PROBLEM | 第22-23页 |
| 1.2.10 STATEMENT OF THE PROBLEM | 第23页 |
| 1.2.11 RESEARCH QUESTIONS | 第23-24页 |
| 1.2.12 RESEARCH OBJECTIVES | 第24页 |
| 1.2.13 ASSUMPTIONS OF STUDY | 第24页 |
| 1.2.14 SIGNIFICANCE OF STUDY | 第24-25页 |
| 1.2.15 LIMITATIONS OF STUDY | 第25-26页 |
| CHAPTER 2:REVIEW OF RELATED LITERATURE | 第26-71页 |
| 2.1 Introduction | 第26-27页 |
| 2.2 PERFORMANCE MANAGEMENT | 第27-29页 |
| 2.3 Table 1.1:SALARY STRUCTURE OF ZIMBABWEAN TEACHER | 第29-30页 |
| 2.4 BRIEF SUMMARY OF THE TEACHER BUDGET STRUCTURE IN ZIMBABWE | 第30-31页 |
| 2.4.1 The Budget | 第30页 |
| 2.4.2 Salary and allowances for rural teachers | 第30-31页 |
| 2.4.3 Medical Aid Cover-Premier Service Medical Aid Society (PSMAS) | 第31页 |
| 2.4.4 Housing Scheme | 第31页 |
| 2.4.5 Tax | 第31页 |
| 2.5 CURRENT TEACHER SALARY AS UNSUSTAINABLE | 第31-32页 |
| 2.6 IMPLICATIONS OF TEACHER SALARY STRUCTURE ON PROFESSIONALTEACHER DEVELOPMENT | 第32-34页 |
| 2.7 EDUCATIONAL RESTRUCTURING FROM MACRO-LEVELS OFGLOBALIZATION AND NATIONAL POLICY | 第34页 |
| 2.8 CONFLICTING DEMANDS OF GLOBALIZATION ON EDUCATION | 第34-36页 |
| 2.9 TOWARDS SOCIAL JUSTICE IN EDUCATION | 第36-37页 |
| 2.10 THE DRIVE TOWARDS EQUITY IN EDUCATION | 第37-39页 |
| 2.11 WHY IS RURAL EDUCATION IN ZIMBABWE QUALITY POOR? | 第39-41页 |
| 2.12 PERSPECTIVES OF RURAL ECONOMY Sustainable Livelihoods approach | 第41-48页 |
| 2.13 IMPLICATIONS OF SCOONES AND ELLIS SUSTAINABLE LIVELIHOODSMODELS ON SEKE RURAL EDUCATION QUALITY | 第48-50页 |
| 2.15 CHINESE COMPLETE PROJECTS MODEL OF CLOSINGINFRASTRUCTURAL GAP | 第50页 |
| 2.16 THE POSITION OF RURAL TEACHER IN THE TEACHING ANDLEARNING PROCESSES | 第50-56页 |
| 2.16.1 IS THERE ANY QUALITY IN EDUCATION TO TALK ABOUT? | 第52-54页 |
| 2.16.2 THE CHALLENGE OF DEVELOPING EFFECTIVE RURAL TEACHERS | 第54-55页 |
| 2.16.3 WHAT IS TEACHER EFFECTIVENESS? | 第55-56页 |
| 2.16.4 TEACHERS' HEART TO PUPIL LEARNING | 第56页 |
| 2.17 THE NEED FOR CONTINUOUS PROFESSIONAL TRAINING OFTEACHERS | 第56-57页 |
| 2.18 THE NEED FOR CURRICULUM RELEVANCE IN TEACHER TRAININGCOLLEGES | 第57-59页 |
| 2.18.1 In-service training | 第57-59页 |
| 2.19 CONTINUOUS ASSESSMENT AND SUPOORT FOR PUPIL LEARNING | 第59-61页 |
| 2.20 PROFESSIONAL TEACHER DEVELOPMENT AS A CONTINUOUSLIFELONG PROCESS | 第61-64页 |
| 2.20.1 Teacher organizational duties | 第62页 |
| 2.20.2 The Identification and Treatment of Learner's Individual Differences | 第62页 |
| 2.20.3 Teacher Motivation | 第62-63页 |
| 2.20.4 Teacher's Salary | 第63页 |
| 2.20.5 Table 1.2:Primary Teacher Gross Income per Day, mid to late 1990s (US dollars) | 第63-64页 |
| 2.21 THE STATUS OF TEACHER AND TEACHER MOTIVATION | 第64-71页 |
| 2.21.1 Extra Income Generating activities | 第64-65页 |
| 2.21.2 Limitations of Professional Development Opportunities | 第65-66页 |
| 2.21.3 Teachers Living and Working Conditions | 第66-67页 |
| 2.21.4 Rural Teacher's Workload | 第67页 |
| 2.21.5 Lessons that Zimbabwean Ministry of education can borrow to improve quality education | 第67-71页 |
| CHAPTER 3:METHODOLOGY AND PROCEDURE | 第71-77页 |
| 3.1 Introduction | 第71页 |
| 3.2 RESEARCH DESIGN | 第71-72页 |
| 3.3 METHODOLOGY | 第72-77页 |
| 3.3.1 RESEARCH INSTRUMENTS | 第72-73页 |
| 3.3.2 SAMPLING OF RESPONDENTS/SAMPLING PROCEDURE | 第73页 |
| 3.3.3 INSTRUMENTATION AND DATA COLLECTION PROCEDURE | 第73-74页 |
| 3.3.4 AREA OF STUDY | 第74-75页 |
| 3.3.5 THE PROCEDURE OF DATA ANALYSIS | 第75页 |
| 3.3.6 VALIDITY AND RELIABILITY IN FINDINGS AND MEASUREMENTS | 第75-76页 |
| 3.3.7 ETHICAL CONSIDERATIONS | 第76-77页 |
| CHAPTER FOUR:DATA ANALYSIS AND INTERPRETATION OF RESULTS | 第77-94页 |
| 4.1 Table 1.4 | 第77-80页 |
| 4.2 Table 1.8:Working environment | 第80-84页 |
| 4.3 TEACHING AND LEARNING RESOURCES IN RURAL TEACHER CLASS | 第84-86页 |
| 4.4 TEACHING AND LEARNING PROCESSES IN THE CLASSROOM | 第86-90页 |
| 4.5 LEARNER OUTCOMES MEASURED AS THE OVERALL PASS RATE FOR 2014 | 第90-94页 |
| CHAPTER 5:DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS | 第94-103页 |
| 5.1 FINDINGS | 第94-97页 |
| 5.2 Challenges of improving rural teacher working conditions | 第97-98页 |
| 5.3 CONCLUSIONS | 第98-101页 |
| 5.4 RECOMMENDATIONS | 第101-103页 |
| References | 第103-105页 |
| ANNEXURES | 第105-131页 |
