Delving into the Perspectives of Teachers in No Homework Policy: A Qualitative Investigation

Abstract

This qualitative-phenomenological study delved into the perspectives of teachers in No Homework Policy. It aimed to describe and understand the views and experiences of fourteen ( 14) teachers selected purposively. Data were gathered through indepth interview and focus group discussion and thematic analysis was used. The theory and idea of this study was gleaned through the No-Homework proposition by Kohn as cited by Stewart in 2016, and Trautwein's Model of Homework. Findings revealed that teachers' perspectives in No Homework Policy included: limits students' learning; lessens teachers' loads; gives students more rest and quality family time; decreases parents' involvement; decelerates students' study habits; diverts students' attention to gadgets; and drags down low performing students. The themes that emerged on the perceived challenges of teachers in 'No Homework Policy' were: less mastery and retention of learning; additional techniques and strategies in teaching; additional time for planning and preparation; change in learners' attitude in learning; and difficulty in tracking students' progress. Furthermore, the teachers' suggestions in No Homework Policy that could be shared to others were: design varied and meaningful activities; instill students' self-discipline and self-study; revisit the provision; accept the policy if approved; perform necessary adjustments; ensure students' learning; and foster students' sense of responsibility. These themes disclose that the teachers' perspectives in No Homework Policy stimulate to being a factor in doing their job and responsibility accordingly. Moreover, this study recommends modifying or strengthening the provision about the No Homework Policy.