Teacher Time–On–Task in Basic Schools in the Juaboso District in the Western Region of Ghana for the Period 2000 – 2010

Abstract

This study investigated teacher–time–on–task in basic schools in the Juaboso district in the Western Region of Ghana. The purpose of the study was to identify the time teachers spend on lesson preparation, setting and marking assignments and the time teachers spent on co-curricular activities. To carry out this mission, the study relied on four research questions which included; how teacher–time–on–task is exhibited in basic schools in the Juaboso district and what are the causes of teacher time robbing. A descriptive design survey which aims at obtaining information concerning the current status of a phenomena to describe what exist with respect to variables or conditions in a situation was used for the study. Questionnaires, interviews and observation guides were the instruments used for the study. Teachers, parents, pupils and officers in the Juaboso district education directorate constituted the population for the study. Both Nwana (2005) and Fisher et al (2008) methods of sample size determination were used for the study. Four hundred pupils were used for focused group discussion. All the seventy-eight Parent Teacher Association (PTA), School Management Committee (SMC) chairmen, all the eight circuit supervisors and the district director of education and his four front line Assistant directors were purposely selected for the study. Two hundred and eighty-six teachers were selected for the study. The study revealed that some teachers rob instructional time through lateness, absenteeism, attending meetings and engaging in personal businesses. This behaviour of some teachers could be the cause of low academic performance in the district. It is recommended that trained teachers especially female teachers be recruited in schools to enhance the government’s girl child education policy and heads should ensure that teachers teach the number of periods allotted to them.