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International Journal of Business and Management Research (IJBMR) Open Access | Rapid and quality publishing Review Article | Volume 8, Issue 1 | Pages 05-19| e-ISSN: 2347-4696 UTILIZATION OF TEACHING MANPOWER IN THE JUNIOR HIGH SCHOOLS OF AJUMAKO-ENYAN- ESSIAM DISTRICT, GHANA 1 2 Foster Kwashie Dugble , Damianus Kofi Owusu 1 Mphil, Department of Mathematics, University of Cape Coast Junior High School, Cape Coast, Ghana 2 PhD student, Department of Mathematical Sciences, University of Mines and Technology, Tarkwa, Ghana *Correspondence: fosterkwashie@gmail.com , damian.kowusu@gmail.com ░ ABSTRACT: In The study investigated the extent of teacher utilization problems in the junior high schools (JHSs) in the Ajumako-Enyan-Essiam District. It specifically sought to find out whether there were differences in teacher utilization with respect to gender, ownership of school, number of subjects taught, teaching experience, qualification, professional status and rank in the Ghana Education Service. A sample of 192 teachers made up of 160 teachers and 32 head teachers provided data for the descriptive study. Two set of questionnaires were designed for heads and teachers with reliability coefficients of 0.78 and 0.81 respectively. The SPSS was used to analyze data collected by using statistical tools such as frequencies, percentages, means, standard deviations, Chi-square test, t-test and Pearson’s correlation. All the analyses were at a significance cutoff of 0.05. The study revealed that although majority (88.8%) of the teachers were under-utilized in terms of teaching load, they were over-worked in the areas of teaching-related and co-curricula activities. There was a statistically significant association between subject(s) taught and teaching load of the teachers, and both male and female teachers had comparatively equal teaching load. Also, the junior-rank teachers had greater and heavier teaching workload than their senior- rank counterparts. It is recommended that additional Mathematics, Integrated Science, ICT and English teachers should be posted to the District’s junior high schools to augment the existing teacher population. Keywords: Teaching Workload, Teacher Utilisation, and Teachers’ Workload Rating tomorrow (Baffour-Awuah, 2004). ░ 1. INTRODUCTION It is generally accepted by governments that education is the The recognition of the importance of education makes it pivot of economic and social development of any nation. necessary for policy makers in developing countries like Education is essential in a nation’s development because it Ghana to be concerned with the issues relating to the equips the individual with skills, competencies, technical educational sector. Since Ghana’s independence in 1957, know-how and knowledge that are ingredients for higher governments have set up educational review committees productivity. Productivity helps to raise the gross national which have made recommendations for the reforms of the product and the rise in productivity is an indicator of economic educational system in Ghana. For instance, the Dzobo growth and development. Education also enhances good committee report of 1972 (recommended the JHS Concept) citizenship, morality, sense of patriotism, ecological and the free compulsory Universal Basic Education consciousness, self-reliance, fellow feeling, internationalism, Programme (FCUBE) policy Document (1992 constitution) empathy and dignity of labour. Studies have also shown that and 2007 educational reform have contributed immensely to literate workers are more productive (World Bank, 1988). the structure of Basic Education in Ghana. Many prominent people and statesmen in Ghana have also recognized the importance of education and described it to be Before the educational reform, the curricula was bookish the lifeblood of a nation. For instance, Bimbila Naa, Dasani II hence the new reform intended to vocationalise the curricula. made reference to the value of education and opined that The JHS concept which was implemented in 1987 stipulated education is the only foundation of a nation’s development and that all children enter the first year of primary school at age 6 therefore it is only when our children are given adequate and are expected to go through a minimum of 9 years education now that we can hope for a prosperous Ghana education (i.e. 6 years of primary and 3 years of Junior High Education). At the end of Junior High School, children can 5 Website: http://www.ijbmr.forexjournal.co.in Utilization of teaching manpower in the junior high school International Journal of Business and Management Research (IJBMR) Open Access | Rapid and quality publishing Review Article | Volume 8, Issue 1 | Pages 05-19| e-ISSN: 2347-4696 either enter the world of work or continue to the secondary complained that teachers in some subject areas are over- level. The senior secondary level which comprise 3 years, utilized while others are under-utilized. The major concern of began in 1990. In line with this, the old Educational system the study was to find out the rate of utilization of the JHS (middle School System) was phased out in 1989. teacher in the district. The study has become necessary in order to establish whether the JHS teacher (in the Ajumako- The general view held by the people in the Ajumako-Enyan- Enyan-Essiam District) works above or below 40 hours a Essiam District is that the teaching load of teachers is less than week. 40 hours a week. During an education forum held in 2004, some workers of the public departments in the District A number of determinants could contribute to the existing expressed the view that Junior Secondary School (JSS) situation. These include preparing lesson notes, teaching load, teachers in the District do less teaching than required. They the setting and marking of exercises, recording of marks, attributed this to tardiness, absenteeism, lateness and laziness. performing administrative duties and organising co-curricula activities such as clubs and society meetings and income- Junior High School teachers of the Ajumako-Enyan-Essiam generating projects. It was worth analysing these determinants District complained about their private time being denied them in order to measure the extent to which teacher utilization in as a result of marking of assignments, recording of marks and the JHS of Ajumako-Enyan-Essiam district was influenced. preparing lesson notes, undertaking co-curricula activities and The aim was be to find out whether the determinants performing administrative duties. According to the teachers, individually or collectively contribute to teachers working most of activities often took place outside school hours. They above or below 40 hours a week. therefore, argued that the total time used in carrying out teaching and teaching-related duties far exceeded the 40 hours Another area of concern of this study was to find out whether a week work period prescribed by labour laws for workers in significant differences could be observed in the rate of teacher Ghana. This argument supports Horrick’s (1973) complaint utilization in the Junior Secondary Schools of the district in that the average teacher works longer hours and receives less relation to the stipulated national norms on teacher pay than most semi-skilled workers. establishment and utilization. It was equally expedient to find out if comparisons of school location, size, subject(s) taught The GES norm for the pupil-teacher ratio in the JSS is 20:1 and ownership would reveal major differences in teacher while that for teaching load is a minimum of 25 periods per utilization rates. week (GES, 1988). The minimum number of periods to be taught by every teacher in the JSS did not take account of the A thought-provoking question that emerged out of the casual other duties of the teacher such as time spent on lesson complaint by JHS teachers was, were the teachers actually preparation, marking, and co-curricula activities like overburdened? If yes, was it all the teachers were being over- supervision. burdened? It therefore, became necessary to examine the situation on the ground in order to determine the staff strength It identified and examined the duration of the teachers’ time and the utilization capacity, which would tell whether or not on task with pupils and teaching-related activities. These the teachers are being overburdened. variables were considered to make up the teachers’ total workload per week.The computation of the time schedules was The findings of the study may be useful to the District based on the time on task specified on the teaching time table Education Directorate when it wishes to post new teachers and and the average time estimates that were given by the redistribute existing teachers in the field in order to solve the teachers’ responses regarding teaching related activities which problem of under-utilization and over-utilization of teachers in were undertaken outside the time table schedule. the District. The study could be a guide to policy makers and educational ░ 2. STATEMENT OF THE PROBLEM planners, in the recruitment and placement exercise of Notwithstanding the general opinion of the public that JHS teachers. Moreover, the results of the study may be useful in teachers are working below 40 hours a week, JHS teachers of finding out reliable and meaningful time estimate of the the Ajumako-Enyan-Essiam District claim they are teachers’ out-of-classroom activities for policy making. This overburdened with work. This complaint by the teachers had may provide new insights on how teachers should be utilized, been compounded by the implementation of the Education especially with the advent of continuous assessment. Reform Programme of 1987, which stresses the importance of the continuous assessment concept. Other JHS teachers 6 Website: http://www.ijbmr.forexjournal.co.in Utilization of teaching manpower in the junior high school International Journal of Business and Management Research (IJBMR) Open Access | Rapid and quality publishing Review Article | Volume 8, Issue 1 | Pages 05-19| e-ISSN: 2347-4696 of teachers is lower than the minimum norm. They claimed ░ 3. RESEARCH QUESTIONS that this is compensated for by the load for lesson The following research questions had been constructed to preparations, setting, marking and recording continuous guide the study: assessment work, performing administrative duties and involvement in co-curricula activities. In the researchers’ What is the evidence that teachers are over-worked in view, teaching related duties have raised the workload of Ajumako-Enyan-Essiam (AEE) District? teachers beyond the Ministry’s prescription. Kutor (1999) i. In which subject areas are differences in teaching loads reported Perry (1998), Mitchell (1986) and Doherty (1980) significant? findings showed that there was a reduction of school hours in ii. What difference exists between utilization rates of Britain. That, school hours reduced from 1000 hours annually teachers teaching in the public and private Junior High to 900 hours. It was also established that the school day has Schools of Ajumako-Enyan-Essiam (AEE) District? reduced between 30 and 35 minutes. iii. How significant are differences in the teaching workload of male teachers and that of female teachers in junior high However, Kutor (1999) cited the work of Herrick (1973) who schools in the AEEDistrict? argued that the average teacher in USA works longer hours iv. How significant is the difference in the teaching workload and receives less pay than most semi-skilled workers. This between teachers of the ranks of principal superintendent assertion by Herrick is contended or supported by Hoy and or higher and teachers of ranks below principal Miskel (1978), who shared the same view that teachers are superintendent? doing an average of 46 hours per week in the United States of America and that about 45 percent of these teachers sacrifice ░ 4. REVIEWED OF RELATED their lunch breaks to supervise pupils. Baffour-Awuah (2004) LITERATURE cited the work of Cresswell (1982) who revealed that through 4.1 Human Resource Utilization collective bargaining between teacher unions and educational A number of studies have been undertaken in the area of managements in the USA, co-curricula and supervisory duties human resource utilization in general and teaching manpower are separated from teaching duties. He suggested that districts in particular. Gillis et al. (1987) as reported by Baffour-Awuah should hire additional staff to perform those duties or pay (2004) noted that characteristic of labour in the poorest extra remuneration to teachers who performed such duties. economics is widespread underutilization of the available Kutor (1999) observed that time spent by majority of the labour supply. Much of this underutilization, from their point teachers and heads on teaching and teaching-related duties of view takes the form of disguised unemployment familiar in exceeded norm laid down by the labour laws of the country – industrial countries. That is people do have some kind of a job, more than 40 hours a week. He also observed in the same and work long hours, but the contribution to output is small. study that the teachers in the Languages, Science and They noted with concern that, with some reallocation of Mathematics spent much more time on their teaching related resources and improvement of institutions their labour could duties than teachers of Social Studies, Vocational and be made more productive. They however observed that the Technical Subject groups. However, Kutor’s definition on degree of labour underutilization varies greatly in most Asian teaching-related duties appeared to be too broad because it countries and in the sub-Saharan Africa. Kutor (1999) reported included co-curricula activities and administrative duties, similar findings; that manpower survey conducted in Ghana in which many teachers do not participate. Therefore, teacher 1960 pointed out that the most serious problem facing the workload comprises the time spent in performing his teaching country was the widespread underutilization and low duties as well as time expended in performing teaching-related productivity of labour. duties. 4.2 Time on Task and Total Workload 4.3 Staffing and Teacher Workload Dzineku (1992) and Dewotor (1992) shared common views. Lewin (1987) as reported by Dzineku (1992) observed that They explained the total workload of teachers as constituting teacher workload was very light in a study conducted in China, their teaching load and the time spent performing teaching 1985. According to Lewin, teaching loads in Secondary related duties. Dewotor (1992), and Harbison and Myers schools were light, and a teacher was allocated about 10 – 12 (1974) shared a common view that the problem of incentive periods a week out of 30 periods a week. A related study and proper utilization of human resources must not be under conducted by Lewin (1992) in China, Papua New Guinea, estimated in manpower evaluation. Atta-Boison (1992) and Singapore, Thailand, Nigeria, Zimbabwe, Ghana and the Dewotor (1992) quotedMiskel et al. (1990) said teaching load Philippines on science Education in developing countries 7 Website: http://www.ijbmr.forexjournal.co.in Utilization of teaching manpower in the junior high school International Journal of Business and Management Research (IJBMR) Open Access | Rapid and quality publishing Review Article | Volume 8, Issue 1 | Pages 05-19| e-ISSN: 2347-4696 revealed similar results. He indicated that the average teaching teachers, respectively. Only teachers and headteachers with at load for the science teachers in the countries used for the study least a year’s duration of service were considered. Hence, the was about 14 hours per week with about 80% of the time targeted population was 402, while that of the heads was 68 devoted to science teaching. According to him, in most cases, (i.e. 68 schools). In all, the targeted population was 470. the teachers claimed to spend much time on lesson preparation 5.3 Sample and Sampling Technique and marking. Dzineku also found out that the average workload of the male teachers was higher than that of the Teachers under study were many and spread over the whole females. The study conducted by Kutor (1999) also revealed district. As a result, a sample of these teachers was used. that the proportion of Languages, Mathematics and Science However, all the teachers and heads who have been in the with teaching load above the Ghana Education Service district for at least one year in the selected schools participated minimum norm was higher than that of teachers in the Social in the study because they have had adequate information about Studies, Vocational and Technical subject groups. But the quality of teachers and their attitudes towards work. Dzineku (1992) in a related study in Senior Secondary School The classroom teachers and heads of schools constituted the found out that those teachers of social studies and science in respondents because they were in position to provide the southern part of the Volta Region had an average teaching information on the subject being studied. They formed the load slightly higher than that of teachers of Arts subjects. In core of the instructional system of the schools. Their views on the same study, Kutor (1999) found out that more teachers in workloads, class sizes and co-curricula activities in which they the rural schools teach above the Ghana Education Service were involved were considered vital for a clearer minimum norm for Junior Secondary teacher than those in understanding of the issues under the study. urban Schools. Dzineku (1992) also conducted a study which revealed that majority of the schools had student-teacher ratio Out of the 68 schools (heads), 32 were randomly selected for of more than the GES minimum norm of 20:1. the study. Hence, the sample size for the study was 192. This sample size was determined based on a suggestion made by 4.4 Teacher Utilization in Ghana Fraenkel and Wallen (2000) that for a descriptive study such Dzineku (1992) and Dewotor (1992) share a common view as this, a sample with a minimum number of 100 elements is that teacher utilization vary according to subjects of essential. specialization. Kutor (1999) mentioned again that surveys conducted by the Ministry of Education suggested that The proportional stratified random sampling technique was teachers at the basic education level were not fully utilizing used in the selection of the schools, heads and teachers. The their instructional time. criterion for stratification and selection was circuit, and the proportional allocation according to size was adopted. All ░ 5. METHODS AND MATERIALS schools randomly selected had their heads as automatic 5.1 Research Design members of the sample. The sample size in the various strata was proportional to size because the numbers selected from Our The research design adopted for this study is descriptive each circuit was in relation to the number of schools and survey, to describe time utilization of respondents in terms of teachers in each stratum. In each case, the names of the total workload, that is teaching and teaching- related duties as schools in each circuit were written on pieces of paper and compared to the norms laid down by labour laws of Ghana. folded. They were then put into a box, well-shuffled and This objectives of the study made the descriptive survey picked one after the other without replacement. The names of design the most appropriate design toprovide a meaningful and the selected schools were then compiled and used in the study. accuracy picture of the situation and provide a report on the Table 1 presents the number of schools, heads and teachers respondents behaviour on the basis of data collected. selected for the study. 5.2 Population All the teachers and school heads of the 67 public Junior High Schools and those of the 7 private JHSs in the Ajumako- Enyan-Essiam District constituted the target population for the study. The available statistics, for the 2011/2011 academic year from the District Education Office, Ajumako put this population at 493 teachers and 77 heads in the seven GES’ circuits and all private JHSs as another circuit. The teacher population was made up of 323 and 170 trained and untrained 8 Website: http://www.ijbmr.forexjournal.co.in Utilization of teaching manpower in the junior high school
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