A Ghanaian educator’s teaching experience in connection to class size

Abstract

This project draws on the methodology of autoethnography to reflect on and share my experience teaching large classes of sixty (plus) students in my home country of Ghana. Through recollections of my memory, I trace how large classes impacted my pedagogy, efficacy, and emotional well-being. I share how classroom practices such as individual attention to students and content discussion were affected as well as about my experiences with working with insufficient learning resources. I also consider how the experience sharpened my teaching. This study foregrounds what quantitative research on class size often misses: the felt reality of teaching, the compromising demands, and how structural realities shape professional identity and educational equity within the cultural and contextual landscape of my experiences in Ghanian junior high classrooms.