role of extra lessons on the general administration of urban day high density secondary schools

Author:

Richard Bukaliya

Abstract

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.

Publisher

Sprin Publisher

Reference30 articles.

1. Baker, D. P., Akiba, M., Le Tendre, G. K. & Wiseman, A. W. (2011). Worldwide shadow education: Outside-school learning, institutional quality of school and cross-national Mathematics achievement. Educational Evaluation and Policy Analysis, 23: 1-17.

2. Baker, D. P. & Le Tendre, G. K. (2015). National differences, global similarities: World culture and the future of schooling. Stanford: Stanford University Press.

3. Barrow, D. A. & Lochan, S. N. (2012). Supplementary tutoring in Trinidad and Tobago: Some implications for policymaking. International Review of Education, 58: 405-422

4. Bray, M. & Lykins, C. (2012). Shadow Education: Private supplementary tutoring and its implications for policymakers in Asia. CERC Monograph series in Comparative and International Education and Development No. 9. Mandaluyong City: Asian Development Bank.

5. Bray, M. (1999). The Shadow education system: Private tutoring and its implications for planners. Paris: UNESCO.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3