Abstract:
Students in developing countries are often taught for only a fraction of the intended number of school hours because time is often lost or wasted to informal school activities. The study sought to investigate how teachers utilize their time - on- task in selected schools in the Cape Coast Metropolis of Ghana using the descriptive survey research design. It examined factors that affect teacher time- on- task, effect of teacher time-on-task on students’ academic performance and how teacher time-on-task could be improved in the schools. The sample for the study was 60 teachers who responded to questionnaires. Data was analyzed using descriptive statistics, that is, frequencies and percentages. The study revealed that teachers’ lateness and non-attendance to school affect the use of instructional time. Also, some teachers were of the view that teachers’ time-on-task is not for academic activities only, as such, they could use instructional time for other activities. The study recommended that the Ghana Education Service should intensify both external and internal supervision of teachers to make sure time-on- task is not wasted. In addition, school authorities should sanction teachers who are always not punctual and regular to school and as such waste instructional hours as this will ensure proper use of instructional time.
