Impact of the Extinction of Monodocency and the Reimplementation of Pluridocency in the Fifth and Sixth Classes in Chicomba Municipality

Abstract

This article focuses on the extinction of one-teacher based instruction and the inclusion of multi-teachers’ instruction in grades 5 and 6 at the primary level. The methodology adopted consisted of qualitative and quantitative approaches, historical comparative methods and statistical procedures. A questionnaire and interview were the research tools used. The participants were 15 teachers, 7 of whom have experience with both one-teacher and multi-teachers’ instruction and 8 with only the experience one-teacher instruction. 3 heads of the education, science and technology municipal boards and 1 municipal coordinator of a Zone of Pedagogical Influence (ZPI) were also inquired. The data were analyzed and presented by means of descriptive statistics in tables, graphs and empirical evidence. The conclusion of the study is that the absence of multi-teachers’ instruction in grades 5 and 6 of the ZPI 77 at Chicomba municipality jeopardize greatly the quality of teaching and learning.