Scope of Study. This study investigated the attitudes and opinions of Zimbabwe faculty and administrators toward the enrollment of all first year students in personal and family living subjects. From the 304 questionnaires administered, 173 (56.91%) usable instruments were returned. The sample included 122 males and 51 females; 131 were married and 39 were single. Data were reported by frequencies, percentages, ranks, means and chi-square tests.
Findings. Data indicated the majority of the faculty and administrators had never studied subjects related to personal and family living. Reasons for lack of study were that subjects had not been required nor offered in the schools. The personal and family living subjects oriented to the social aspects of African life were valued at a higher level of importance. Eighty-eight percent of the respondents indicated some need for a mandatory curriculum including personal and family living subjects for all first year students. Faculty (non-administrators) were identified as the group with the greatest input in curriculum changes. Results of chi-square tests indicated an association between age, gender, number of children, ethnicity, professional role, years worked in professional education, father's education, mother's education, highest education and previous study of personal and family living subjects (p $<$.05). Marital status and years worked in professional education in Africa were not associated with the prior study of personal and family living subjects. Age, marital status, number of children, ethnicity, professional role, years worked in professional education, father's education, mother's education and highest education were associated with the perceived importance of personal and family living subjects. (p $<$.05). Gender and years worked in professional education in Africa were not related to the perceived importance of personal and family living subjects. There was no association between professional role and sources of input in curriculum change.
