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

Abstract

The current qualitative inquiry aimed at investigating the role of extra lessons on the general administration of the urban day high density secondary schools in Chegutu, Zimbabwe. The researcher adopted the case study design and in-depth interviews, focus group discussions and document analysis were used for data generation. Interviews were held with teachers, school inspectors and parents. Learners were subjected to a focus group discussion. The researcher accessed and analysed documents which included punishment records as well as learner academic reports. The 23 participants from where data were generated consisted of 8 teachers, 6 learners, 6 parents and 3 school inspectors who were sampled through non-probability critical case purposive sampling. From the findings, it emerged that the general administration of the schools was affected by extra lessons. Extra lessons impact positively on school pass rates, ratings and help build and improve a good image for the schools in the community. More learners enroll in the schools. They assist in the reduction of the teachers` workload. Some negative effects were established from the study. For example, extra lessons have created a dent on teacher professionalism as some teachers have been accused of neglecting formal school work so that they create demand for extra lessons among learners. Extra lessons have also contributed indiscipline among learners, while at school. Tension has been created by extra lessons between teachers taking part and those not, given the extra remuneration coming out of the lessons. Relations between learners and teachers also seem to have strained. Despite these challenges, it is recommended that extra lessons should continue to be offered as they reduce the work load for teachers and provide a conducive working environment at the school since teachers are not over worked. However, it is prudent that MOPSE, school heads and parents monitor work that is being given to learners during the normal working hours to avoid instances where teachers work less in the main stream in order to create artificial demand for extra lessons. There is need for guidance and counselling to learners so that other activities expected of them in the formal school, for example, sports are not affected.