Extra –Lessons: Is there a conflict of interest? The case of Gweru Urban schools

This article examines the state of extra-lessons in Gweru Urban primary and secondary schools. Data was collected from teachers, parents and pupils, through individual interviews and focus group discussions in tandem with the qualitative research approach which was employed in this research. Participants were purposefully selected and data were analysed thematically. The results revealed that extra-lessons were rampant in schools. While extra-lessons resulted in improvement of student achievement, the study revealed that teachers’ motives in having extra-lessons were not compatible with good teaching practice in that teachers were compelled to cheat and teach for examinations. Furthermore, parents were robbed of their hard-earned cash through extra- lessons. Families were also left with little time to socialise with their children because most of the time was spent on academic activities. More so, some of the teachers and pupils participated in extra-lessons for the wrong reasons; notably, socialising, drilling pupils in examination techniques and fund raising by teachers, which defeats the whole purpose of education. The paper recommends staff development of teachers, improving teachers’ remuneration, and allowing teachers to give extra-lessons within the confinements of government policy. Further studies in primary and secondary schools country-wide are also recommended so that policy-makers can bring sanity to the practice of extra-lessons in schools.