Open Accessrole of extra lessons on the general administration of urban day high density secondary schools
Author(s) -
Richard Barwell
Publication year - 2022
Publication title -
sprin journal of arts, humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2583-2387
DOI - 10.55559/sjahss.v1i01.2
Subject(s) - workload , school administration , administration (probate law) , focus group , work (physics) , mathematics education , medical education , psychology , school teachers , pedagogy , political science , medicine , sociology , engineering , management , mechanical engineering , anthropology , law , economics
This study investigated the role of extra lessons in the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis was used to collect data. Twenty-three participants, consisting of 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent in teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating a demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons.