LOW ACADEMIC PERFORMANCE IN THE FIRST CYCLE OF SECONDARY EDUCATION: THE COMMITMENT OF TEACHERS AND SCHOOL ADMINISTRATORS

Abstract

Low academic performance in the 1st Cycle of Secondary Education constitutes a structural problem that seriously compromises the quality of basic education in Angola. This article aims to analyze the causes of low academic performance among 1st-cycle students in public schools in the province of Uíge, with a special emphasis on the weak professional commitment of teachers and management dynamics. The research, both qualitative and quantitative in nature, used the case study method in two schools in the municipality of Uíge and two in the municipality of Quimbele, totaling four participating institutions. Data collection involved semi-structured interviews with eight teachers and four management members. Questionnaires were administered to 40 parents/guardians, and a documentary analysis of the report cards from the first quarter of 2026 was conducted. The results reveal that, in addition to severe socioeconomic factors such as malnutrition and weak family monitoring, school variables hold a significant weight in academic failure. Key highlights include overcrowded classrooms, a chronic shortage of teaching materials, a disconnect between legal regulations and daily pedagogical practice, a lack of management supervision, and teacher demotivation, evidenced by a lack of lesson planning. It is concluded that overcoming this issue depends on articulated actions between state public policies, the pedagogical leadership of managers, and the enhancement of the teaching career.