Challenges Encountered by School Principals and Teachers that Impede the Optimal Use of Instruction Time in South African Schools

Year 2022, , 164 - 173, 11.11.2022

Edmore Dongo Vimbi Mahlangu

https://doi.org/10.31458/iejes.1147296

Abstract

The purpose of this article is to investigate the challenges encountered by school principals and teachers in South African schools in ensuring that instructional time is optimally used during contact time. Challenges that impede the optimal use of instruction time are extensively investigated as they are encountered daily by school principals and teachers. This article therefore sought to understand the impact of these challenges on the smoothing flowing and delivery knowledge during teaching and learning activities. In this article, data was collected through semi-structured interviews and document analysis. School principals and post level 1 teachers were individually interviewed with the intension to investigate and understand what challenges do they encounter during contact time in regard to the optimal use of instruction time. All interviews were then transcribed, coded and themes developed. School principals and teachers from township schools encounter similar challenges with their counterparts in former Model C schools. However, if all school principals work hand in gloves with teachers and other stakeholders, then a number of challenges encountered they encounter will be minimised resulting in improved learners’ academic performance. Some participating teachers could have some reservations to speak openly particularly if the challenges were as a result of some weaknesses pertaining to how their school principals manage instruction time. As subordinates, teachers could try to protect their school principals in fear of being victimised regardless of being assured of their names’ anonymity and confidentiality of the information shared. This article’s finding and recommendations thereof may be used by the school principals, teachers and the Department of Basic Education as source of information in identifying the timewasters that impedes the optimal use of instruction time and the strategies that can be employed in order to minimise or eradicate them. Based on this study, school principals and teachers can revisit the way they deal with such challenges with the aim to improve the effective use of instructional time. This article provides both theoretical and empirical contribution to the existing literature on the challenges encountered by school principals and teachers pertaining the optimal utilisation of instruction time. In addition, it also highlights some recommendations that give advice to school principals and teachers on how they can minimise or eradicate these challenges for the betterment of learners’ academic performance.

Keywords

Time management, timewasters, instructional time, effective teaching and learning, learners’ academic performance

References

• Andersen, S.C., Humlum., M.K., & Nandrup, A.B. (2016). Increasing instruction time in school does increase learning. Proceedings of the National Academy of Sciences, 113(27), 7481-7484.
• Ayeni, A.J. (2020). Principals’ instructional time management and students’ academic performance in secondary schools in Ondo North senatorial district of Ondo State, Nigeria. Journal of Education and Learning,14 (1), 123-133.
• Boniwell, I. (2004, July). Use of time and well-being: Methodological issues. Paper presentation. 2nd European Conference on Positive Psychology, Pallanza, Italy, 5-8 July 2004.
• Burton, L. & Chapman, D. (2012). Does increasing instructional time lead to higher student achievement? Evidence from India. Asian Education and Development Studies, 1(3), 208-221.
• Bush, T. (2013). Instructional leadership and leadership for learning: Global and South African perspectives. Education as Change, 17(1), S5-S20.
• Cattaneo, M.A., Oggenfuss, C., & Wolter, S.C. (2017). The more, the better? The impact of instructional time on student performance. Education Economics, 25(5), 433-445.
• Chivanga, S.Y. & Monyai, P.B. (2021). Back to basics: Qualitative research methodology for beginners. Journal of Critical Reviews, 8(2),11-17.
• Cohen, L., Manion, L., & Morrison, K. (2008). Research methods in education. (6th ed.). London: Routledge.
• Egeberg, H.M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: a review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18.
• Ekundayo, H.T., Konwea, P.E., & Yusuf, M.A. (2010). Towards effective time management among lecturers in Nigerian universities. Journal of Emerging Trends in Educational Research and Policy Studies, 1(1),22-24.
• Fish, R.M., Finn., K. V., & Finn, J.D. (2011). The problems public schools face: High school misbehavior in 1990 and 2002. Education Research and Perspectives, 38(1),59-80.
• Fisher, C.W., & Berliner, D.C. (1985). Perspectives on instructional time. New York: Longman.
• Fitzsimons, J.T. (2011). Adding instructional time at no greater cost. School Administrator, 68(11), 40-41.
• Goldring, E., Grissom, J., Neumerski, C.M., Blissett, R., Murphy, J. & Porter, A. (2019). Increasing principals’ time on instructional leadership: Exploring the SAM process. Journal of Educational Administration, 58(1), 19-37.
• Gromada, A., & Shewbridge, C. (2016). Student learning time: A literature review. OECD Education Working Papers, No. 127. OECD Publishing. https://doi.org/10.1787/5jm409kqqkjh-en .
• Heafner, T.L., & Fitchett, P.G. (2015). An opportunity to learn US History: What NAEP data suggest regarding the opportunity gap. The High School Journal, 98(3), 226-249. https://doi.org/10.1353/hsj.2015.0006.
• Ibrahim, M.G., & Mohammed, I. (2019). Assessing effective utilisation of instructional time by secondary school teachers in Northern Region, Ghana. Research on Humanities and Social Sciences, 9(2), 98-106.
• Jez, S.J., & Wassmer, R.W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3),284-306.
• Jones, V., & Jones, L. (2012). Comprehensive classroom management: Creating communities of support and solving problems. New York, NY: Pearson.
• Kayode, G.M., & Ayodele, J.B. (2015). Impacts of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. International Journal of Secondary Education, 3(1), 1-7.
• Khan, H. M.A., Farooqi, M.T.K., Khalil, A., & Faisal, I. (2016). Exploring relationship of time management with teachers’ performance. Bulletin of Education and Research, 38 (2), 249-263.
• Kyriacou, C. (2014). Essential teaching skills. (4th edition). Oxford: Oxford University Press.
• Legotlo, M.W. (2014). Challenges and issues facing the education system in South Africa. Pretoria: Unisa.
• Lichtman, M. (2010). Chapter 4. Ethical issues in qualitative research. In Qualitative research in education: A User’s Guide. (2nd ed.). Thousand Oaks: SAGE. 51-67.
• Ling, J., Heffernan, T.M., & Muncer, S.J. (2003). Higher education students’ beliefs about the causes of examination failure: A network approach. Social Psychology of Education, 6, 159-170.
• Magashoa, T.I. (2013). Teaching and learning policies in South African schools in the new democratic dispensation: A critical discourse analysis. Doctoral thesis: University of South Africa, Pretoria. https://uir.unisa.ac.za/handle/10500/11895
• Maile, S., & Olowoyo, M.M. (2017). The causes of late-coming among high school students in Soshanguve, Pretoria, South Africa. Pedagogical Research, 2(2),1-11.
• Martin, N.K., & Sass, D.A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26,1124-1135.
• Master, C.C. (2013). Time and its use: A Self-management guide for teachers. NY: Teachers College.
• McMillan, J.H., & Schumacher, S. (2010). Research in education. Evidence-based Inquiry. (7th ed.). Boston: Pearson Education.
• Meroni, E.C., & Abbiati, G. (2016). How do students react to longer instruction time? Evidence from Italy. Education Economics, 24(6),592–611.
• Mestry, R., Moonsammy-Koopasammy, I., & Schmidt, M. (2013). The instruction leadership role of primary school principals. Education as Change, 17(S1), S49-S64.
• Mokoena, S.P. (2016). A conceptual framework for successful succession of Generation Y teachers through shared leadership. International Journal of Business and Management Studies, 8(2),152-168.
• Ntuli, L.T. (2018). Managing curriculum implementation at selected primary schools in the Sekhukhune district, Limpopo province. Doctoral thesis. University of South Africa, Pretoria.
• Osae, C. (2017). How teachers can effectively deal with student tardiness. The New Times. [online]. Available at: https://une.idm.oclc.org/login?url=https://search-proquestcom. (Accessed on 28/01/2021).
• Patton, M.Q. (2002). Qualitative research and evaluation methods. (3rd ed.). Thousand Oaks: SAGE. Prior, L. (2008). Repositioning documents in social research. Sociology, 42(5), 821-836.
• Protheroe, N. (2010). The principal’s playbook: Tackling school improvement. Alexandria, Virginia: Educational Research Service.
• Rensburg, G.H., Alphaslan, A.H., Du Plooy, G.M., Gelderblom D., Van Eeden, R., & Wigston, D.J. (2011). Research in the social sciences. Pretoria: University of South Africa.
• Rogers, J., Mirra, N., Seltzer, M., & Jun, J. (2014). It’s about time: Learning time and educational opportunity in California secondary schools. Los Angeles: UCLA IDEA.
• Savage, T., & Savage, M. (2010). Successful classroom management and discipline: Teaching self-control and responsibility. Thousand Oaks: SAGE.
• Shava, G.N., & Heystek, J. (2018). Agency and structure: Principals’ ability to bring about sustainable improvement in underperforming schools in South Africa. Africa Education Review. https://doi.org101080/18146627.1340809.
• South African Government. (2009). Presidential interaction with school principals. https://www.gov.za/president-zuma-interact-school-principals.
• Taylor, N., Van der Berg, S., & Mabogoane, T. (2013). ‘Context, theory, design’ Creating effective schools. Cape Town: Pearson.
• Trao, T., & Quang, T. (2015). The interconnection between interpretivist paradigm and qualitative methods in education. American Journal of Educational Science, 1(2),24-27.
• Van der Merwe, N.H. (2018). The effective use of instruction time at secondary schools: A case study in the northern Free State. Master’s dissertation. University of South Africa, Pretoria. https://uir.unisa.ac.za/handle/10500/25248
• Van Deventer, I., & Kruger, A.G. (2003). An educator’s guide to school management skills. Pretoria: Van Schaik.
• Vannest, K.J., Soares, D.A., Harrison, J.R., Brown, L. & Parker, R.I. (2010). Changing teacher time. Preventing Failure, 54(2),86-98.
• Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. IFO Working Papers, 344.
• Weinstein, C., & Romano, M. (2014). Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill.