Management of Time by Teachers of Public Basic Schools in The Shama District of The Western Region of Ghana.

Rosemary Naana Kumi-Manu; Peter Kwegyir-Aggrey

doi:10.31686/ijier.vol10.iss1.3598

Authors

Rosemary Naana Kumi-Manu

University of Education, Winneba

https://orcid.org/0000-0002-4249-0082
Peter Kwegyir-Aggrey

University of Education, Winneba

DOI:

https://doi.org/10.31686/ijier.vol10.iss1.3598

Keywords:

Time management, teaching/learning material, instructional strategy, teacher punctuality

Abstract

Teaching and Learning process and other school programmes in public basic schools in the Shama District are conducted with little regard for official timelines. This negates government efforts to improve basic education delivery and effective and efficient time management. The purpose of the study was to undertake a survey of time management among teachers and pupils in basic schools in the Shama District of the Western Region in Ghana. The study used both quantitative and qualitative designs to collect data from sixteen (16) selected public basic schools. The estimated population of five hundred (500) people consisted of circuit supervisors, headteachers, teachers, parents and pupils. Using the simple random sampling technique of the lottery and convenience methods, the sample size was 132 respondents – 4 circuit supervisors, 16 head teachers, 64 teachers, 16 parents and 32 pupils. Questionnaires, interview guide and observation were used to collect the data from respondents. The study revealed teachers rarely use TLMs in lesson presentation. Supervision of instruction by circuit supervisors was infrequent. Inadequacy of core textbooks in Mathematics, Science, English Language and Social Studies, overcrowded classrooms, teachers mainly use the lecture method in lesson delivery, etc. were some of the results of the study. The study recommended timely release and disbursement of the capitation grant to schools for effective teaching and learning as well as efficient time management. Teachers should vary their instructional strategy, prompt and adequate school supplies and regular, clinical and purposive instructional supervision to improve teaching and learning outcomes in the schools.

Author Biographies

Rosemary Naana Kumi-Manu, University of Education, Winneba

Lecturer, Department of Biology Education
Peter Kwegyir-Aggrey, University of Education, Winneba

Senior Research Fellow, Centre for Educational Policy Studies (CEPS),

Institute for Educational Research and Innovation Studies (IERIS),

University of Education, Winneba

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