Pedagogical Practices in Overcrowded Classrooms: Evidence from Education Stakeholders in Malawi

Abstract

This study investigates pedagogical practices for managing large classes in Malawi's primary education system, where overcrowded classrooms, driven by Free Primary Education and global education agendas, strain limited resources. Utilizing an exploratory research design, data were collected from six Teacher Training Colleges and nine public teaching practice schools across Malawi’s six education divisions. Participants included teacher educators, student teachers, teachers, head teachers, and teaching practice coordinators. Qualitative and quantitative methods, including interviews, focus group discussions, questionnaires, and classroom observations, were employed to examine effective pedagogical strategies, challenges, and patterns in large class instruction. Findings indicate that group work is the primary strategy used, with group leaders acting as assistant teachers and behavior monitors. However, challenges such as limited space, insufficient learning materials, and time constraints hinder effective implementation. Heterogeneous grouping and peer teaching are common but limit engagement due to dominant learners and resource scarcity. Barriers such as space limitations, material shortages, and time pressures interact to constrain sound pedagogy, forcing teachers to prioritize assessment over instruction. The Initial Primary Teacher Education Curriculum lacks adequate focus on large class management, and systemic issues, including low remuneration and limited professional development, demotivate educators. These findings highlight the need for targeted interventions to support effective teaching in resource-constrained, overcrowded classrooms.