Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.

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Bibliographic Details
Title:	Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.
Authors:	Issa, Hidaya Mohammed¹ hidayam4@gmail.com, Castulo, Nilo Jayoma² nilocastulo@msutawi-tawi.edu.ph
Source:	Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 1, p1-27. 27p.
Subject Terms:	Class size, Primary education, Teaching methods, Teaching experience, Effective teaching, Evaluation methodology, *Classroom management
Geographic Terms:	Tanzania
Abstract:	This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semi-structured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semi-structured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [ABSTRACT FROM AUTHOR]
ISSN:	21662681
DOI:	10.32674/zr9wew97