Re-Imagining Teacher's Experience with Overcrowded Classrooms in the Public Secondary Schools in South Africa

Re-Imagining Teacher's Experience with Overcrowded Classrooms in the Public Secondary Schools in South Africa

Author: 
Matsepe, David
Publisher: 
Adonis & Abbey Publishers
Date published: 
2019
Record type: 
Responsibility: 
Maluleke, Mugwena, jt. author
Cross, Michael, jt. author
Journal Title: 
Journal of Gender, Information and Development in Africa
Source: 
Journal of Gender, Information and Development in Africa (JGIDA), Vol 8, Special Issue 2, 2019, pp. 81 - 93
Abstract: 

The aim of this study is to explore teachers' experiences with overcrowded classrooms in public secondary schools in the Sekhukhune Region of Limpopo Province. The study adopted a qualitative research approach using interviews for data collection with 150 teachers. The overall findings of the study points out that teachers experience numerous challenges during teaching and learning as result of large number of learners in the classrooms. These challenges include failure to stimulate learners' interest, and failure to instill critical thinking and problem solving activities in learners. The findings of the study are vital significant to South African government in particular and other governments in general with similar challenges for future improvements. The study is guided by the progressivism learning theory to understand the complexity of the overcrowded classrooms in teaching and learning in public secondary schools.

Language: 
Country focus: 

CITATION: Matsepe, David. Re-Imagining Teacher's Experience with Overcrowded Classrooms in the Public Secondary Schools in South Africa . : Adonis & Abbey Publishers , 2019. Journal of Gender, Information and Development in Africa (JGIDA), Vol 8, Special Issue 2, 2019, pp. 81 - 93 - Available at: https://library.au.int/frre-imagining-teachers-experience-overcrowded-classrooms-public-secondary-schools-south-africa