EXPLORING STRATEGIES TO DEAL WITH OVERCROWDED CLASSROOMS USED BY SECONDARY SCHOOL TEACHERS IN LARKANA

Abstract

Overcrowded classrooms are the most widespread issue in Larkana secondary schools, that have an impact on teaching quality, student motivation, and classroom control. In this qualitative study, it was examined how the secondary school teachers manage to deal with overcrowded classrooms efficiently. Recording teachers' actual experience through semi-structured interviews, the study found issues like constrained space, differential student attention, discipline problems, unstable training, or administration direction. Despite all these challenges, teachers adopt adaptive strategies such as class seating plans, group work, peer tutoring, the use of visual aids, activity-based learning, and careful use of technology. All these steps ensure discipline is intact, enhance student engagement, and decrease teacher stress. However, the study highlights the need to implement better infrastructure, continuous professional development, and policy support. The results provide policy implications for policymakers, school administrators, and educators to facilitate enhancing teaching and learning in overpopulated classrooms through the appreciation of teacher labor and promoting realistic solutions.