Understanding the Challenges and Opportunities of the Double-Shift Classroom: Insights from Teacher Perspectives

This study investigated the challenges and opportunities of Double-Shift Classrooms from the insights of Teacher perspectives. By examining teachers’ experiences, the study unveiled multifaceted implications of double-shift classrooms on educational access, instructional quality, and the equitable distribution of learning opportunities. The respondents were Tongantongan National High School teachers selected through purposive sampling. They were selected based on their teaching experience in double-shift classrooms during the second semester of the school year 2023-2024. A Qualitative phenomenological approach was employed, using in-depth semi-structured interviews as the primary data collection instrument and validated by field content experts. Data from the interview were analyzed using thematic data analysis. This study revealed significant challenges teachers face: time constraints, scheduling challenges, and environmental and resource management. Teachers employed strategies such as time management, planning, collaboration, and communication to cope. This model offers opportunities for improved work-life balance, personalized professional development, increased access to education, and efficiency despite presenting challenges such as limited contact time and classroom management difficulties. Policymakers and administrators can address these challenges by providing adequate resources and support to help teachers manage their time effectively and create an optimal learning environment. Teachers can employ strategies such as time management, prioritizing efficient lesson organization, and collaboration with colleagues to overcome the challenges of the double-shift classroom. Future researchers can investigate the long-term effects of the double-shift classroom model on teacher well-being, student outcomes, and the overall efficiency of the education system to inform policy decisions and identify best practices.