The rapid expansion of secondary education in Ethiopia has resulted in persistent overcrowding in public school science classrooms, creating significant challenges for instructional quality, classroom management, and practical laboratory teaching. This qualitative phenomenological study explored the lived experiences of 12 secondary school science teachers from four public schools in Addis Ababa, managing class sizes exceeding 60 students. Data were collected through semi-structured interviews and non-participant classroom observations, with classroom visits ranging from two to four sessions per teacher, and analyzed thematically. Four major themes emerged: instructional and pedagogical challenges, classroom management difficulties, practical laboratory constraints, and coping strategies. Teachers reported a heavy reliance on lecture-based and teacher-centered instruction, limiting student participation and reducing opportunities for formative assessment and individualized feedback. Classroom management was strained by increased noise, disciplinary problems, and heightened teacher stress, while practical lessons were hindered by limited space, inadequate equipment, and safety concerns. More direct accounts from teachers’ revealed emotional strain reduced instructional flexibility, and concerns about compromised learning outcomes. Despite these obstacles, teachers employed adaptive coping strategies such as peer-assisted learning, group work, simplified demonstrations, and improvised materials to maintain instructional continuity. The analysis reached thematic saturation after repeated patterns emerged across interviews and observations. The study underscores the urgent need for policy reforms to reduce class sizes, improve resource allocation, and strengthen teacher support through professional development and context-responsive, innovative pedagogical approaches. Additionally, the findings highlight implications for class-size policy reform, targeted resource distribution, and teacher capacity-building programs across sub-Saharan African urban contexts. It offers valuable insights into the realities of teaching science in overcrowded classrooms and highlights the resilience and adaptability of teachers in challenging environments.
Hagos Nigussie Tadesse (Tue,) studied this question.