IDEAS home Printed from https://ideas.repec.org/a/bjc/journl/v11y2024i10p772-789.html
   My bibliography  Save this article

The Invisible Burden: How Clerical Work Silently Hampers Effective Teaching and Learning

Author

Listed:
  • Nhidza J

    (University of Zimbabwe, Harare, Zimbabwe)

  • Mushinga J.T

    (University of Zimbabwe, Harare, Zimbabwe)

  • Munyaradzi Mkuni

    (University of Zimbabwe, Harare, Zimbabwe)

  • Mutume Tanaka Elspet Cordelia

    (University of Zimbabwe, Harare, Zimbabwe)

  • Chatanga Kenneth

    (University of Zimbabwe, Harare, Zimbabwe)

  • Sheanesu Kwenda

    (University of Zimbabwe, Harare, Zimbabwe)

  • Masuku Sandisiwe Sukoluhle

    (University of Zimbabwe, Harare, Zimbabwe)

  • Negombwe Fortune

    (University of Zimbabwe, Harare, Zimbabwe)

Abstract

This article explores the often-overlooked yet vital role of clerical work in shaping the education system. It delves into the intricate relationship between clerical tasks and education, examining their merits and demerits within the framework of social and developmental concerns for teachers and students. The shifting landscape of education has expanded the role of teachers to encompass administrative responsibilities, such as data analysis, record-keeping, scheduling, and communication. However, the increasing burden of clerical work has been found to hinder the teaching process and negatively impact student learning, resulting in less time for lesson planning, individualized attention, and cultivating a positive learning environment. This article also highlights the social and developmental implications of excessive clerical work, including the barrier it creates to building strong student-teacher relationships and hindering students’ holistic development. While clerical tasks are essential for a functioning school system, prioritizing them over core teaching responsibilities can have detrimental effects on the overall educational ecosystem. The article emphasizes the need for a balanced approach that values both administrative efficiency and quality teaching to ensure the fostering of well-educated and socially responsible citizens. Additionally, it explores the specific clerical tasks undertaken by teachers, such as record-keeping, lesson planning, administrative tasks, assessment and grading, as well as the role of special needs teachers in individualized support and collaboration. The article concludes by acknowledging the challenges of finding a balance between efficient administration and quality teaching within the Zimbabwean education system, emphasizing the crucial role of teachers in nurturing young minds and promoting social and emotional development among future generations.

Suggested Citation

  • Nhidza J & Mushinga J.T & Munyaradzi Mkuni & Mutume Tanaka Elspet Cordelia & Chatanga Kenneth & Sheanesu Kwenda & Masuku Sandisiwe Sukoluhle & Negombwe Fortune, 2024. "The Invisible Burden: How Clerical Work Silently Hampers Effective Teaching and Learning," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(10), pages 772-789, October.
  • Handle: RePEc:bjc:journl:v:11:y:2024:i:10:p:772-789
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijrsi/digital-library/volume-11-issue-10/772-789.pdf
    Download Restriction: no

    File URL: https://rsisinternational.org/journals/ijrsi/articles/the-invisible-burden-how-clerical-work-silently-hampers-effective-teaching-and-learning/
    Download Restriction: no
    ---><---

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bjc:journl:v:11:y:2024:i:10:p:772-789. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Renu Malsaria (email available below). General contact details of provider: https://rsisinternational.org/journals/ijrsi/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.