St. Augustine’s Catholic College is seeking qualified and experienced Mathematics Teachers to join our dynamic educational community. We are committed to providing a high-quality education in a nurturing environment.
Job Summary
- Type: full-time
- Location: Harare
- Category: Education
- Closing Date: 2026-09-15
Key Responsibilities
- Deliver high-quality Mathematics lessons to students
- Develop and implement lesson plans aligned with curriculum standards
- Assess student performance and provide constructive feedback
- Participate in school-wide initiatives and professional development activities
- Maintain a positive and inclusive classroom environment
Requirements
- Minimum of a Bachelor’s degree in Mathematics or related field
- Valid teaching certificate or equivalent qualification
- Proven experience in teaching Mathematics at secondary level
- Strong communication and interpersonal skills
- Ability to work collaboratively with colleagues
How to Apply
Interested candidates should send their CV, academic certificates, and a cover letter to [email protected]. Applications close on [insert closing date here]. Please ensure your email subject line includes “Mathematics Teacher Application – [Your Name]”.
Frequently Asked Questions
What qualifications and certifications are required to teach Mathematics at St. Augustine's Catholic College in Zimbabwe?
You must hold a Bachelor of Education (B.Ed) in Mathematics or a relevant undergraduate degree plus a Postgraduate Certificate in Education (PGCE) from a ZIMCHE-registered institution. Additionally, registration with the Teaching Council of Zimbabwe (TCZ) is mandatory before employment.
What are the typical day-to-day responsibilities of a Mathematics teacher at a Catholic college like St. Augustine's in Zimbabwe?
You’ll deliver curriculum-aligned lessons for Forms 1–6, mark assignments and national exam papers (e.g., ZIMSEC), and participate in co-curricular activities such as maths clubs or remedial tutoring. As a Catholic institution, you’re also expected to uphold school values, attend staff Masses, and support pastoral care initiatives.
How does the work culture and professional expectations for teachers in Zimbabwe differ from other countries, especially in faith-based schools?
Zimbabwean schools emphasise respect for authority, punctuality, and visible commitment to both academic and moral development — particularly in Catholic institutions where integration of faith and learning is expected. Dress code is formal, and teachers often engage in community outreach and parent engagement aligned with local cultural norms and church ethos.
What realistic career progression paths exist for Mathematics teachers in Zimbabwean secondary schools?
With experience and further qualifications (e.g., Master’s in Education or TCZ-accredited leadership training), you may progress to Head of Department, Senior Teacher, or Deputy Principal. Some move into ZIMSEC moderation, curriculum advisory roles, or teacher training at colleges like Gwanda State University or UZ’s Faculty of Education.
What benefits — such as leave, medical aid, and pension — can I expect as a Mathematics teacher at a Catholic college in Zimbabwe?
Teachers typically receive 30 days’ annual leave, sick leave per the Labour Act, and access to school-linked medical aid schemes (often through providers like NPS or CBZ Health). Pension contributions follow the National Social Security Authority (NSSA) framework, and some Catholic schools offer supplementary retirement plans via the Catholic Commission for Justice and Peace or diocesan structures.
How do I apply for the Mathematics teacher role, and what do employers in Zimbabwe specifically look for during recruitment?
Applications are usually submitted via email or in person with a CV, certified academic certificates, TCZ registration proof, and a cover letter addressed to the school’s Board of Governors or Headmaster. Employers prioritise TCZ compliance, classroom experience (especially with ZIMSEC syllabi), strong subject knowledge, and evidence of pastoral sensitivity — references from previous Zimbabwean schools carry significant weight.