Auxiliary teachers bring class relief, spark learning turnaround

Seven-year-old Alefa Manuel and Haswell Twaibu, 10, are Standard Three learners at Ntawa Full Primary School in Thyolo whose academic journey has taken a remarkable turn.

For three years, since enrolling in Standard One, the two learners struggled to rise above average performance.

They found it difficult to read textbooks and solve basic mathematical problems with ease and confidence. But their story began to change last year.

This turning point came following the arrival of an auxiliary teacher, Norah Liabunya, in Standard Three D, where her support soon redefined their academic trajectory.

Haswell recalls how Liabunya introduced extra lessons after school, focusing on struggling learners and helping them improve reading and mathematics skills through patient and consistent guidance.

“She usually keeps us after class and teaches us how to read and solve maths in simple ways,” says Haswell.

That energy and commitment, according to Haswell, quickly began transforming learning outcomes in their 48-learner classroom.

The results have been immediate and visible, with Haswell rising to position one in a class of 48 pupils, while Alefa secured position two during the previous term.

Alefa credits Liabunya not only for academic improvement but also for building her confidence, saying her ability to read has improved significantly and she can now handle books without difficulty.

“Madam Liabunya is a good teacher who encourages us to work hard. Personally, she has reshaped my learning experience, and now I can read properly without struggling,” says Alefa.

Liabunya was deployed to Ntawa Full Primary School in September last year and was immediately assigned as the Standard Three D class teacher by head teacher Bothwell Mitambo.

Beyond the classroom, she was entrusted with additional responsibilities, including serving as the school’s sports director—a role that further deepened her engagement with learners.

The 23-year-old teacher says the trust placed in her by school leadership motivated her to give her best both in the classroom and in extra-curricular activities.

“I felt challenged to prove myself and contribute meaningfully to the school because of the responsibilities I was given,” says Liabunya.

She explains that upon taking over the class, she quickly identified gaps among learners such as Alefa and Haswell, who needed extra academic support to excel.

To address this, she introduced supplementary reading materials, including newspapers, magazines and textbooks from other classes, to strengthen reading skills among struggling pupils.

Liabunya says these additional resources helped learners practise reading in diverse contexts and made lessons more engaging and easier to understand.

“I saw that Alefa and Haswell had the ability to do much better, but they needed extra support and encouragement to fully unlock their potential,” she recalls.

Her approach combines academic support with mentorship, especially as one of the youngest female teachers at the school, making her relatable to learners.

She says the head teacher often asks her to stand in front of pupils during assembly as a role model and inspire them to work hard and pursue their dreams.

Liabunya is among 105 auxiliary teachers deployed across 73 primary schools in Thyolo District, out of a total of 192 primary schools.

The head teacher says the impact of auxiliary teachers like Liabunya is evident in both improved academic performance and better classroom management.

He notes that the teacher-to-pupil ratio at the school has improved from 1:125 to 1:75.

Despite this progress, Mitambo says the school still needs more auxiliary teachers to fully address overcrowding and enhance learning outcomes.

“We received nearly 20 applications, but only one teacher was selected. Yet her impact demonstrates that we need at least two or more,” says Mitambo.

He describes Liabunya as a role model for both learners and the community, particularly for girls who look up to her as a source of inspiration.

“If we had more auxiliary teachers, this school would achieve even greater results because the need is still high,” he says.

The school currently has 24 teachers, serving a population of nearly 1 600 learners—a statistic that highlights the scale of the challenge.

School Management Committee treasurer Lucy Mwendanjira also says Liabunya’s presence has brought positive change not only to learners but also to the wider community.

“Many girls admire her and want to be like her because she shows them what is possible,” says Mwendanjira.

Thyolo District Council chief education officer Rabecca Misiri says the deployment of auxiliary teachers has significantly improved education delivery in the district.

She notes that the teacher-to-pupil ratio has improved from 1:122 in 2022 to an average of 1:67.

This reduction, according to Misiri, has eased pressure on teachers and allowed for more effective lesson delivery and learner engagement.

She also highlights improvements in examination performance in schools benefiting from the programme.

Thyolo has 190 schools, with 73 currently benefiting from the 105 auxiliary teachers deployed under the programme.

The recruitment of auxiliary teachers is part of the Malawi Education Reform Programme (Merp), being implemented by the Ministry of Education, Science and Technology with support from the World Bank.

The initiative falls under a component focused on improving learning environments in lower primary education.

Auxiliary teachers are central to the reform effort as they help reduce the pupil-to-qualified-teacher ratio in overcrowded classrooms.

Their deployment nationwide across all 33 education districts provides relief and extends impact beyond Thyolo.

The programme began in December 2021 and has been extended to July 2026 to consolidate gains achieved so far.

“With fewer learners per class, teachers can now focus better, and this improves overall learner performance,” she says.

The recommended national ratio is one teacher to 60 learners, a target Misiri says the district is still working to achieve.

Auxiliary teachers are mainly deployed in foundation classes from Standard One to Four, where the need is greatest.

Schools qualify for auxiliary teachers based on high pupil-to-teacher ratios, ensuring resources are directed where most needed.

Misiri explains that schools with more than 91 learners per teacher receive one auxiliary teacher, while those above 120 receive two or three.

Last year, the ministry announced the recruitment of 4 200 auxiliary teachers as part of ongoing efforts to improve education quality.

Secretary for Education Ken Ndala said the teachers are engaged on one-year contracts with a monthly honorarium of K150 000.

However, education expert Ezekiel Majawa Zimba argues that auxiliary teachers should be offered longer contracts to sustain gains.

He also says the teachers are qualified and capable and should be integrated into the formal system to address teacher shortages.

“These are trained teachers who deserve stable employment because they are already making a difference in classrooms,” observes Zimba.

As Malawi pushes to improve early-grade education, auxiliary teachers are emerging as a critical force driving change at the grassroots.

Their impact is not only easing pressure on schools but also restoring hope among learners, teachers and communities striving for better education outcomes.