Teachers' Experiences with Overcrowded Classrooms in a Basic School in Ghana

Autor/inn/en	Osai, Joycelyn Adwoa; Amponsah, Kwaku Darko; Ampadu, Ernest; Commey-Mintah, Priscilla
Titel	Teachers' Experiences with Overcrowded Classrooms in a Basic School in Ghana
Quelle	In: International Online Journal of Primary Education, 10 (2021) 1, S.73-88 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Osai, Joycelyn Adwoa) ORCID (Amponsah, Kwaku Darko) ORCID (Ampadu, Ernest) ORCID (Commey-Mintah, Priscilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-915X
Schlagwörter	Teaching Experience; Class Size; Crowding; Foreign Countries; Elementary School Teachers; Classroom Techniques; Teacher Attitudes; Stress Variables; Ghana + Suchen Sie Ihr Suchwort? Klassengröße; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Lehrerverhalten
Abstract	This research sought to investigate teachers' experiences with overcrowded classrooms: the case of new Gbawe experimental 1 basic school in Ghana's Greater Accra region. The study explicitly followed a qualitative approach to research specifically a case study design. Unstructured questionnaires and Teacher observations were utilised in the process of generating the data. This investigation's general results indicate that educators' perceptions with overcrowded classrooms are 'stressful'. Similarly, teachers described some situations in an overcrowded classroom which they defined as stressful. Some of the descriptions given by educators include insufficient learning environments, safety and health concerns, limited contact between pupils and educators, disruptive behaviour, emotional and mental challenges for educators, increased workload and insufficient time in the classroom. In addition, the factors contributing to traumatic experiences include lack of administrative support, lack of policy enforcement, insufficient teacher preparation and professional development and lack of teaching material for learning. Educators, however, suggested that they still had recourse to improvisation to allow them to handle overcrowded classrooms. Working on teacher best practices in overcrowded classrooms was suggested to be helpful in helping teachers who find themselves in such circumstances. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01