Transforming Education: The Departmental System at HBLFA

The Challenge

Traditional classroom setups often present challenges in resource utilization, teacher-student relationships, and overall efficiency within educational institutions. At HBLFA, the transition from a conventional classroom system to a departmental system posed significant questions regarding resource optimization, instructional time allocation, and the dynamics of teacher-student interactions. The challenge was to assess whether this transformation would lead to tangible improvements in these areas, addressing concerns of both educators and learners alike.

The Approach

To comprehensively understand the impact of transitioning to the departmental system at HBLFA, a qualitative approach utilizing narrative interviews was employed. Four interviews were conducted via Zoom with educators from various disciplines and differing levels of teaching experience to ensure a representative sample. During these interviews, educators were prompted to share their perspectives on the transition and its effects on various aspects such as resource utilization, instructional time, teacher-student relationships, and professional satisfaction. With participants’ consent, the interviews were recorded, transcribed, and analyzed following Ralf Bohnsack’s approach to reconstructive social research.

The Outcome

The results of the study indicate several notable outcomes following the implementation of the departmental system at HBLFA. Firstly, there was a marked improvement in resource utilization, with existing resources being utilized more frequently and efficiently. Despite concerns regarding potential disruptions to instructional time due to students moving between classes, no significant decrease in net instructional time was observed. Importantly, there was a noticeable enhancement in teacher-student relationships, attributed to increased interactions facilitated by the departmental system. Additionally, educators reported a significant increase in professional satisfaction post-transition, citing benefits such as reduced travel distances within the school premises, streamlined organization of instruction, and improved cleanliness of individual classrooms. However, challenges remain, particularly in the role of class supervision, as students are dispersed throughout the school rather than being located in assigned classrooms. These findings underscore the multifaceted impact of transitioning to a departmental system, highlighting both successes and areas for further improvement within the educational framework.