<![CDATA[Background: Teacher deployment remains a challenge in resource-constrained education systems, yet evidence on the educational consequences of the One-Class-Per-Teacher (OCPT) model remains limited. Aims: This study examined Malawian primary teachers’ perceptions of OCPT, focusing on its pedagogical benefits, workload, professional confidence, motivation, instructional effectiveness, and preferred reforms. Methods: A convergent mixed-methods design was employed. Quantitative data were collected from 451 teachers using structured questionnaires and analyzed through descriptive statistics, exploratory factor analysis, t-tests, analysis of variance, correlations, and multiple regression. Qualitative data from seven semi-structured interviews were analyzed thematically and integrated with the survey findings. Results: Teachers acknowledged that OCPT strengthened learner familiarity, instructional continuity, and monitoring of learner progress. However, perceived challenges were very high (M = 4.27, SD = 0.64), while perceived benefits were moderate (M = 2.88, SD = 0.87). Moreover, 79.2% reported negative effects on motivation and job satisfaction, and perceived challenges were the strongest predictor of negative evaluations (β = .374, p < .001). Participants strongly supported team teaching, subject sharing, and partial specialization. Conclusion: The findings indicate that substantial professional costs outweigh OCPT’s relational benefits. Context-sensitive hybrid deployment models, supported by continuous professional development, are recommended to improve teacher well-being, instructional quality, and workforce sustainability]]>
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