Exploring The Dynamics of Teacher-Student Relationships in Overcrowded Secondary School Classrooms

Abstract

This research aimed to delve into the relationship between teachers and students within overcrowded classrooms in public secondary schools located in the Quetta district. Employing a quantitative and survey-based approach to gather data from teachers. The study encompassed all teachers in public secondary schools across the district, with a sample size of 112 male and female teachers selected from six schools, each contributing 18 teachers. The selection process utilized random sampling techniques for both teachers and schools. Analysis of the collected data involved descriptive and inferential statistical methods, utilizing the SPSS tool. The findings underscored the prevalence of overcrowded classrooms, attributed to staffing shortages and inadequate infrastructure. This overcrowding detrimentally affected the quality of teaching and learning experiences. Teachers encountered numerous challenges stemming from overcrowding, including disruptive noise, reduced individual interaction, spatial constraints, limited access to learning resources, compromised instructional quality, and assessment-related issues. These challenges not only disrupted the teaching-learning process but also took a toll on teachers' emotional and psychological well-being. The study proposed strategies to address these issues, emphasizing the necessity of increased financial allocation to the education sector for infrastructure enhancement and learning materials. It recommended the recruitment of additional teaching staff and the implementation of training programs for educators and administrators, bolstering their capacity to effectively manage the challenges associated with overcrowded classrooms.