Difficulties Encountered by Sudanese Instructors in Managing Large Classes at Secondary Schools

الملخص

        This study investigated the challenges of severe overcrowding in Sudanese secondary school classrooms, which negatively impacts teaching quality and teacher well-being by shifting focus to managerial tasks. It aimed to identify key challenges, analyze contributing factors, document teacher adaptation strategies, assess training adequacy, and provide recommendations. The population consisted of all secondary school teachers in Sudanese public schools managing large classes, with a purposive sample of 50 teachers selected. Adopting a descriptive-analytical approach, quantitative data were collected via a structured questionnaire (Cronbach’s α = 0.82). Results revealed significant challenges: disciplinary difficulties (86%), loss of instructional time (74%), heavy assessment burdens (74%-78%), and negative impacts on teacher well-being (84%). Teachers widely adopted strategies like group work (84%), using technology (80%), establishing clear rules (88%), and supporting weaker students (80%). While administrative support was viewed positively (78%), specialized training was deemed insufficient (60%). Recommendations are provided for policymakers (reduce class sizes, improve infrastructure, mandate training), school leaders (foster collaboration, simplify procedures, engage parents), and teachers (share practices, use technology, implement proactive management).