Teacher-Pupil Ratios and Behaviour Management in Overcrowded Primary Schools: A Case Study of Selected Schools in Chibombo District, Zambia

Abstract

Overcrowding in classrooms has become a persistent challenge, often resulting in strained teacher capacity, reduced individual learner attention, and increased cases of disruptive behaviour. This study explored the relationship between teacher-pupil ratios and behaviour management in overcrowded primary schools, with a specific focus on selected schools in Chibombo District, Zambia. The study examined how large class sizes affect teachers’ ability to implement effective behaviour management strategies and maintain a conducive learning environment. An exploratory quantitative design was used, with 90 respondents (30 teachers and 60 pupils) selected through purposive and simple random sampling. Data were analyzed using SPSS and Excel. The findings revealed that high teacher-pupil ratios contributed to diminished classroom control, teacher burnout, and limited learner engagement, which collectively compromised academic outcomes. The study found that teachers in overcrowded classes spent more time on discipline and control than on actual teaching, reducing instructional quality. The study also revealed that pupils in such classrooms exhibited higher levels of disruptive behaviour due to limited teacher supervision and inadequate individualized attention. The study underscored the need for policy interventions aimed at reducing class sizes, recruiting more teachers, and providing professional development in behaviour management strategies tailored for overcrowded learning environments. Hence, the study strongly recommended that the Ministry of Education prioritize the recruitment and equitable distribution of teachers in rural districts such as Chibombo to reduce overcrowding, enhance behaviour management, and improve overall learning outcomes.