Teachers Voices: Challenges of Double-Shift Sessioning in Gweru Urban Primary Schools

Abstract

The purpose of the study was to establish the teachers perceived challenges on double session.  The study employed an interpretive research approach.  Participants for focus groups and in-depth interviews were selected through purposive sampling to come up with information rich participants.  Data were thematically analyzed in line with the qualitative research approach.  The study revealed that limited contact time during teaching and learning, difficulty in managing classrooms, poor pupil performance and the neglect of other curriculum subjects are the challenges faced by double-shift sessioning teachers in Gweru Urban.  The research recommended that governments support for double-shift sessioning schools, work shopping of teachers to have requisite skills in double-shift sessioning, infant to attend morning sessions only and building of more primary schools so that double-sessioning shift can be slowly phased out.