Abstract: This study investigated the targets of school administrators in school self-evaluation of teaching and learning activities in public secondary schools. The study was guided by Transformational Leadership and organizational learning theories. A qualitative research approach with a case study research design was used. The sample size of the study was a total of 45 participants including 30 teachers, 3 heads of school, 3 academic teachers and 9 heads of departments, who were selected through purposive and simple random sampling techniques. Interview and questionnaire methods were used to collect data from teachers, heads of school, heads of departments (HoD) and academic teachers. Data collected were analyzed through frequency distribution, percentages and thematic analysis. The study revealed that school administrators implement school self-evaluation with targets of promoting effective teaching and learning process and resources management. The study concluded that school self-evaluation is implemented in public secondary schools to foster teaching activities, and overall school educational goals. The study recommended that school self-evaluation should be implemented regularly to foster effective teaching and learning activities in public secondary schools.

Abstract: This qualitative study explored the perspectives of school administrators and teachers regarding bullying in secondary schools of the Midlands province and Matabeleland South province of Zimbabwe. Utilizing semi-structured interviews with 30 participants, including school heads and educators, the research aims to understand the prevalence, forms, causes, and consequences of bullying in these contexts and develop strategies of creating a bullying proof school environment. Findings reveal that bullying manifests in various forms—physical, verbal, relational, cyber, and psychological. It irrevocably results in significant emotional distress, academic decline, and school dropout syndrome among victims. The study highlights the common challenges faced by schools: including parental disengagement, insufficient disciplinary measures, and a lack of trained staff to handle bullying cases effectively. Participants lamented a culture of silence among victims due to fear of retaliation, which further perpetuates the cycle of bullying. To address this issue, educators advocated for clear bully-proofed school rules, regular counselling sessions, and the implementation of anonymous suggestion boxes, which provide a safe channel for victims to report incidents. Effective deterrents include perpetrator temporary exclusion from school activities, and collaboration with law enforcement for severe cases. The research emphasizes the need for a comprehensive approach to tackle bullying, integrating community involvement, and more vibrant systemic changes within school policies. By applying Bronfenbrenner’s ecological systems theory, this study underscores the interconnectedness of individual, relational, and societal factors in shaping the bullying landscape. Ultimately the study seeks to feed into the development of effective strategies for fostering safe educational environments in Zimbabwe.