Regular Teaching and Shadow Education in Algeria. Perceptions and Motives The Case Study: Relizane High and Middle School Teachers & Students

Abstract

With the spread of the tutoring practice, many serving teachers, retirees, the unemployed, and university students joined to work as tutors. In this regard, issues have arisen about who can offer private supplementary tutoring and who cannot. Particularly regular teachers who tutor their mainstream students due to the assumption that they tend to offer high-quality teaching in private supplementary tutoring over their main duties. Thus, this research aims at testing this hypothesis and simultaneously studying their motives and intentions behind this disparity. Two data collection tools were chosen, teachers’ observation in both settings and a questionnaire for their students as a reinforcement of data. The results have shown that the majority of regular teachers allocate more effort and energy to PST over the traditional classroom, some of them unintentionally due to some challenges faced at school that affected their performance, while others intentionally as a tactic for financial and personal gains.