Abstract:
Malawi is increasing access to secondary education through double-shift system (DSS). However, literature reveals that the management of DSS schools is more complex than single shift schools.
It is against this background that the study sought to explore on how school managers are managing double-shift CDSSs in CWED, Lilongwe. The study was conducted based on three specific objectives: to investigate the strategies school managers use to discharge duties in DSS CDSSs, to examine the challenges which school managers face as they lead and manage DSS CDSSs and to determine the factors that contribute to effective management of DSS CDSSs. The study adopted the interpretivism paradigm and used the case study design within the qualitative approach. Thirty-one participants were purposefully sampled from the management team of three sites, data was collected using semi-structured interviews and focus group discussions, and was analysed using the 2006 Braun and Clarke’s six step thematic analysis. The CIPP Model conceptual framework guided the study. The study found five strategies that school managers use to discharge duties in DSS: emphasis on working together within and across shifts, head teachers and deputy head teachers do not rotate managerial functions, school managers tailored the management structure to the school needs, students are randomly allocated into shifts and a set of teachers belong to a shift.
The study also revealed two main challenges: those related to resources such as material, human, limited instructional time and high indiscipline cases including truancy and general misbehaviour.
Finally, the study disclosed five factors for effective management of DSS schools including introduction of two sets of uniforms, introduction of remedial classes, teacher incentives and rewards, parental involvement in school management as well as availability of strong leadership.
