The Dynamics of managing a double shift secondary school: A Case study of one high school in Kampala District.

Abstract

Due to management challenges in DS [Double Shift] schools, the study set out to explore the dynamics of managing staff, curriculum and student discipline in such schools in Kampala District, taking the case of Kan High School. The study was guided by the general systems theory on management. A single case study design was used and its participants were purposively selected with a total of 18 respondents, who included: school administrators, teachers, parents, and students. Data collection instruments included an interview guide, a focused group discussion guide and a documentary checklist. The study discovered that the dynamics of staff management include; shift allocation criteria, teaching role assignment, shift arrangement, as well as teacher supervision and remuneration. For curriculum management, the dynamics include; shift management, student performance, program perception and time reduction. Finally, discipline management dynamics are student behavior, discipline challenges and discipline challenge remedies. The study concluded that; the most crucial dynamics for staff management are teacher supervision and teacher remuneration, because they operate simultaneously for successful staffing to be realized. Secondly, reduced teacher-student contact time creates a cycle of curriculum management challenges, that pose challenges in syllabus coverage and academic performance. Finally, student behavior challenges in DS schools, are mainly due to the existence of two schools in one; leading to a reduction of teacher-student contact time. The study recommended that: DS schools should adopt flexibility in staff management. Secondly, they should encourage out-of-school learning and extensive use of public libraries. Finally, better school organization intervention measures such as use of an overlapping education which keeps students busy while others are studying, should be implemented.