Teacher management and support services in Wesley Grammar School

Abstract

Teachers have great responsibilities in the development of an educational system, sharing in curriculum development, producing materials for teaching and learning and participating in the design and administration of new forms of educational assessment. Efforts to manage and support teachers are therefore critical in improving the quality of teaching and learning. The study aimed at examining the roles teachers play in achieving school goals, teacher management and support services available in Wes-G, and adequacy of teaching materials, supervision and incentive support for teachers to remain committed in the service. A descriptive research design was adopted for the study. Both simple random sampling and purposive sampling methods were used to obtain a total of 57 respondents (50 teachers and seven teacher managers) to respond to issues. Both questionnaire and interview guide were used to gather data. The study found that teachers combined both their teaching and assigned duties to ensure the achievement of school goals. Some of the challenges teachers encounter in administering their duties included low knowledge in ICT, inadequate TLMs and poor remuneration. Management and support services available for teachers at the Wesley Grammar school included infirmary, subsidised accommodation, supervision, welfare fund and term bonuses. A majority of the sampled teachers were not satisfied with the incentive packages received from the school. It is therefore recommended that teachers should be trained on ICT, adequate instructional materials should be made available to teachers, and more accommodation facilities should be provided for teachers.