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


  • Richard Bukaliya Zimbabwe Open University, Mashonaland East Regional Campus, Department of Teacher Development, P.O BOX 758 Marondera, Zimbabwe


Extra lessons, administration, urban day, high density, secondary schools


This study investigated the role of extra lessons on the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis were used to collect data. Twenty-three participants, consisting 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent on teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons.


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2020-12-25 — Updated on 2021-09-09


How to Cite

Bukaliya, R. (2021). The role of extra lessons on the general administration of urban day high density secondary schools. Sprin Journal of Arts, Humanities and Social Sciences, 1(1), 13-25. Retrieved from (Original work published December 25, 2020)