Effects of Teaching Multiple Subjects by a Single Teacher on Learners' Academic Performance at Primary Level: A Case of Three Selected Rural Primary Schools in Ikelenge District, Zambia

Abstract

This study investigated the effects of teaching multiple subjects by a single teacher on learners' academic performance at the primary school level in Ikelenge District, North-Western Province, Zambia. Guided by four objectives, the study examined the reasons why teachers teach multiple subjects, the challenges teachers face, the effects of this practice on learners' academic performance, and strategies for improving academic performance. A descriptive survey design was employed, drawing a sample of 100 respondents (3 head teachers, 9 class teachers, and 88 learners) from three rural primary schools, selected through simple random and purposive sampling. Data were collected using questionnaires, interviews, and classroom observations, and analysed using descriptive statistics and thematic analysis. The findings revealed that multi-subject teaching is driven primarily by teacher shortages, administrative policy, and large curriculum requirements. Teachers reported heavy workload, limited preparation time, and lack of subject specialization as major challenges. The practice was found to reduce teaching quality, hinder syllabus completion, and negatively affect learners' examination performance, although it also fostered stronger teacher–learner relationships. The study concludes that although teaching multiple subjects is sometimes a necessary response to staffing shortages, it has significant negative implications for learners' academic performance when not properly managed. It recommends that the Ministry of Education and school authorities recruit more teachers, provide adequate teaching and learning materials, and strengthen continuous professional development to improve instructional quality and learner outcomes.