Master Thesis

The focus of this study was to delineate teachers' experiences in surviving big classes. This study employed a qualitative method directed by existential phenomenology, in which a semi-structured interview was used as instrument. Eight secondary school teachers in two public schools who were identified in surviving big classes, were the co- researchers in the study. In this research, the dominant contributing factors to teacher's adversaries and adversities in surviving big classes, such as teaching strategies, classroom management, and teachers' behavior and feelings towards this phenomenon were discussed. Findings in the study pointed out that the teachers experienced physical, emotional and psychological problems posed by teaching big classes. Hence, this phenomenon resulted to dissatisfaction and inefficiency in the performance of the teachers which identified the need to shrink class sizes.