View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
Title: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania
Language: English
Authors: Hidaya Mohammed Issa, Nilo Jayoma Castulo
Source: Journal of Interdisciplinary Studies in Education. 2026 15(1):1-27.
Availability: STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, Class Size, Public School Teachers, Teacher Characteristics, Evaluation Methods, Teaching Methods, Rural Schools, Barriers
Geographic Terms: Tanzania
ISSN: 2166-2681
2690-0408
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 semistructured 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. [Note: The page range (1-28) shown on the PDF is incorrect. The correct page range is 1-27.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508415
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFfTW_EP5pJgaBeIwMEYCucAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOMV23766e8o0VbHsgIBEICBm9E7QAksDoy47k__8bW3E6FCxHwrjsJZae-gNwOuf72TGKgqyEwGJTuLWv1ACIycimdzHfwozr395I7aZTlOpjvJuERNGczbLneTyxu--JT3Fj-e3Tu902uD-SnBNYkNyNiKk0hw6hWgtT9inGlSpS0WJ8bUuQj9pxEDypNqyPabpbM6c82KuLeBs7BP4bHxF5QWf8pyk0FuP7-t
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1508415
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1508415
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hidaya+Mohammed+Issa%22">Hidaya Mohammed Issa</searchLink><br /><searchLink fieldCode="AR" term="%22Nilo+Jayoma+Castulo%22">Nilo Jayoma Castulo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22"><i>Journal of Interdisciplinary Studies in Education</i></searchLink>. 2026 15(1):1-27.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tanzania%22">Tanzania</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2166-2681<br />2690-0408
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 semistructured 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. [Note: The page range (1-28) shown on the PDF is incorrect. The correct page range is 1-27.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508415
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508415
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Tanzania
        Type: general
    Titles:
      – TitleFull: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hidaya Mohammed Issa
      – PersonEntity:
          Name:
            NameFull: Nilo Jayoma Castulo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2166-2681
            – Type: issn-electronic
              Value: 2690-0408
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Interdisciplinary Studies in Education
              Type: main
ResultId 1