Teacher's Coping Strategies In The Management Of Overcrowded Classrooms In Public Primary Schools In Chemba District, Tanzania

ABSTRACT

The aim of this study was to examine effective strategies used by teachers to improve teaching and learning in overcrowded classrooms in public primary schools in Chemba district. Specifically, the study was guided by three specific objectives, which were to: explore coping strategies used by teachers in managing overcrowded classrooms in public primary schools; examine teacher’s perception on managing overcrowded classrooms in public primary schools; and assess the challenges of using coping strategies in managing overcrowded classrooms in public primary schools in Chemba district. The study used a mixed research approach while questionnaire, interview and documentary review were used to collect data. 1 District education officer, 5 Ward education officers, 11 head teachers and 89 public primary school teachers were sampled for the study. The study findings revealed that in Chemba district, a large number of teachers have at times experienced teaching overcrowded classes. Teachers reported increased enrolment and attendance of pupils as a result of fee free basic education. In addition, teachers reported to have experienced difficulty to recognize individual pupils who needed maximum support in overcrowded classrooms. The study findings revealed difficult to cope in managing overcrowded classes due to insufficient time, lack of cooperation, slow learners, inadequate assessment, inadequate teaching and learning materials and difficulty in accomplishing a given subject syllabi as the major challenges experienced by teachers in Chemba district. The study recommends that, the government should recruit adequate number of teachers, given that fee free education has influenced community members to allow large number of children to enrol to public primary schools leading to a strain on the physical resources and human resources especially the teachers.