Libyan Teachers and Parents' Attitudes Toward Private Tutoring in Primary Schools in Misrata

Abstract

This qualitative study investigates the views of educators and parents about the growing usage of private tutoring (PT) in primary schools in Misurata, Libya. When "shadow education" transitions from secondary to primary levels, it is critical to comprehend the interests of local stakeholders. Purposive sampling was used in semi-structured interviews with two English instructors and six parents to gain further insight into their experiences with extra instruction. Thematic analysis of the data reveals that PT is now viewed as a "structural requirement" rather than a luxury due to institutional faults such as crammed classrooms and a very demanding English curriculum that exceeds the time restrictions of formal schooling. The findings demonstrate that while private schools provide "controlled environments" and state-of-the-art technologies that improve children' reading and self-esteem, they also put a significant financial burden on families. Parents are increasingly relying on professional tutors to aid them with their studies because textbooks are getting harder. The research concludes that the aspirational goals of the Libyan English curriculum and the practical reality of public schools differ significantly. These results suggest that the Ministry of Education has to improve classroom facilities and align curriculum density with teaching time in order to reduce the growing reliance on the shadow education system.