Problematising the Hyper-Inflationary Context and Teachers in Zimbabwean Schools: A Scoping Review

Abstract

Teachers are critical pillars of any education system. If teachers work in unstable economic environments, their responsibility and accountability to ensure that learners learn are compromised and reduced.  This paper aimed at synthesising existing literature on how much has been studied on teachers’ coping strategies in the hyper-inflationary context in Zimbabwe.  The documents used in the study were purposefully sampled from Google Scholar and Freefullpdf as other data bases were unable to provide results on the Zimbabwean context. The review found that teachers suffered substantial  financial and material losses, experienced stress and have not put in their best in the education of learners. The study concluded that the hyper-inflationary dynamics remains the stumbling block to optimising teaching and learning with severe output implications for both teachers and learners. We recommend that an empirical study be conducted on the lived experiences of learners on the effects of hyper-inflation in Zimbabwean schools.