Influence of large classes on teachers’ pedagogical innovation and creativity: A phenomenological study of three secondary schools in Morogoro Municipality

Abstract

All living organisms, especially human beings, have natural skills of creating a struggle to settle down a difficulty in their respective environment. The study investigated on the influence of Large Classes (LCs) on Teachers’ Pedagogical Innovation and Creativity. Teachers create some teaching tactics resulted from Large Classes (LCs) controversy in an attempt to address the related learning difficulties. The study’s specific objectives were to find out the emerged classroom activities teachers consider, from their lived experience of teaching LCs, as effective methodologies, techniques and approaches, To identify the work or function of the emerged methodologies, techniques, and approaches in addressing learning needs related to LCs, and to express, from teachers’ perspectives, on how the emerged methodologies, techniques and approaches impact students’ learning in schools with LCs. The sample size of the study was 34 respondents, obtained through purposeful sampling techniques. The methods of data collection included observation, interview and documentary assortment based on the mixed design whereby Interpretive Phenomenological Analysis (IPA) on idiographic focus was dominant. The findings show that teachers have managed teaching in schools with LCs through teaching styles that mold students’ behavior, compensate the educational facilities inefficiency, and enhance students’ effective learning appropriately. Despite building multiple numbers of classrooms, the study conclusively recommends the nation’s educational administrators and policy makers to project teachers’ refresher workshops in secondary schools that will build and facilitate the emerged pedagogical innovations for educational achievement in schools with LCs