An assessment on management of instructional time in public junior high schools in the Mampong municipality in the Ashanti region

Abstract

Effective instructional time management is crucial in the running of schools. With this in view, an assessment was conducted into the instructional time management of public Junior High Schools in the Mampong Municipality. A sample of 235 respondents made up of 207 teachers and 28 headteachers was used. Three instruments, including a self-administered questionnaire, observation and interview guides were used for data collection. The instruments were pilot tested on 13 headteachers and 90 teachers who did not take part in the main data collection process. Data from both the pilot test and main data administration were analysed manually and electronically, in which the electronic analysis was done with the help of the Statistical Products and Service Solutions (SPSS) version 12.0. Presentation of results was done mainly through frequency tables and percentages. Results of the study indicated that the minimum teaching period per week was 24 hours and the maximum was 36. It was also found that every JHS officially started lessons from 7.30 am and ended at 1.40pm, this meant there were eight hours instructional time for use. Again, the results revealed that preparation and vetting of lesson notes constituted a major component of the instructional time management. Some challenges to instructional time usage were uncovered and they included the fact that most teachers did not respond promptly to bells, managing classes of absentee teachers, supervision of teachers during free periods and during teaching. Appropriate recommendations were made particularly to headteachers to step up their supervisory duties.