A STUDY TO DETERMINE FACTORS THAT ARE AFFECTING TEACHING PRINCIPALS WITHIN TEN MULTI-GRADE PRIMARY SCHOOLS IN THE COROZAL DISTRICT FROM EFFECTIVELY CARRYING OUT THEIR DUTIES

Abstract

Submitted by Windsor H. Osorio, this study examines the dual roles of teaching principals within ten multi-grade schools in the Corozal District. In these rural settings, principals are often required to manage administrative duties while simultaneously teaching two or more grade levels in a single classroom. Through interviews with seven principals, the research explores how the "collision" of teaching and administration creates a "hectic" environment where one area of responsibility is inevitably deprived daily. The study identifies key challenges, such as the intense preparation required for mixed-ability groups and the constant interruptions from administrative tasks. The author highlights that while multi-grade teaching can be an effective response to low enrollment in remote areas, the current lack of support for teaching principals threatens both the quality of instruction and the effectiveness of school management. The report concludes with recommendations for strategies and recognition to help these educators better balance their extensive dual responsibilities.