Misuse of Instructional Time and Its Effect on Students’ Academic Achievement in Four Public Senior High Schools in the Ashanti Mampong Municipality of Ghana

Osei-Owusu, Benedict; Ampofo, Eric Twum; Ampomah, Robert; Akyina, Kwadwo Oteng; Osei-Owusu, Esther

doi:10.24940/ijird/2018/v7/i3/mar18038

Cited by 7 publications

(8 citation statements)

References 1 publication

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“…The data set showed a common pattern of instructional time as one of the main classroom challenges that most participants experience. Instructional time is the time or duration allocated for learning and teaching in a classroom context (Osei-Owusu et al, 2018). Different learners have various learning needs and this can be challenging for some teachers.…”

Section: Resultsmentioning

confidence: 99%

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

2023

IJSSES

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The implementation of inclusive education in schools in South Africa has not been fully achieved despite the existence of numerous policies on the same. However, there is very scanty information on current issues that are faced by teachers during the pandemic. Therefore, the present study sought to examine challenges experienced by teachers in implementing inclusive education in classrooms within a South African context. In this study, Bronfenbrenner's ecological theory was adopted. The phenomenological research design was adopted for this study. The selected sample size in this study was eight participants obtained using purposive sampling method. In this study, semi-structured interview was used as the data collection tool. Thematic framework was adopted to analyse data in this study. The study reported that there were four main themes on classroom challenges faced by teachers namely, limited instructional time, inadequate resources, inadequate support and lastly, impact of COVID-19 pandemic. The study recommends that teachers should adopt collaborative practices with school base support teams which had the capacity to mobilise several resources available on the local community to enhance implementation of inclusive education.

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Section: Resultsmentioning

confidence: 99%

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

2023

IJSSES

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“…These findings are dissimilar to the current findings, which did not indicate that SENCos collaborate with other professionals and engage in fund-raising. These differences may be as a result of the structure of the school management system in Ghana; for instance, the SENCos are not part of the School Management Committee (Abreh, 2017;Osei-Owusu & Kwame-Sam, 2012), who, as part of their responsibilities, are expected to raise funds for the school (Sacramento, 2013). In this inclusive era, SENCos engaging in fund-raising might be helpful for their role because funding is a major aspect of IE (UNESCO, 1994).…”

Section: Discussion a N D I M Plicat Ionsmentioning

confidence: 99%

Implementation of inclusive education in Ghana: The mission of SENCos

Okai

2023

British J Special Edu

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This article investigates the roles of special education needs co‐ordinators (SENCos) in the implementation of inclusive education (IE) in Ghana. The mixed‐methods approach, specifically the convergent design, was adopted. Seventy‐three SENCos responded to a questionnaire, and 15 SENCos were interviewed. The census approach was used for selecting the respondents for the quantitative phase, while the purposive sampling technique was used for the selection of participants in the qualitative phase. A semi‐structured interview guide was used in collecting the qualitative data. Frequencies, percentages, means and standard deviations were used in analysing the quantitative data. Thematic analysis was used to analyse the qualitative data. The study concluded that SENCos are ‘directors’ of the implementation of IE; hence, the Ministry of Education should clearly state their roles in the IE policy.

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“…Even though they have some shortcomings, particularly in monitoring attendance and assisting teachers in improving teaching and learning, the School Management Committees (SMCs) are considered effective in promoting community participation and resolving school-community relations [43]. This is the case even though they have some shortcomings.…”

Section: Coordination and Collaboration Among Different Stakeholdersmentioning

confidence: 99%

“…The SMC's capacity to enhance teaching and learning is constrained, primarily due to problems like teacher absenteeism and inadequate staffing levels [10]. Although the SMC successfully encourages community involvement, it lacks effectiveness in monitoring and supervision, as stated [11]. To fill these deficiencies, SMC members must carry out their designated roles and functions as the Right to Education Act specified.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of the Role of School Management Committee for the School Performance in Nepal

Puri,

Chhetri

2024

EDU

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According to Nepal's Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs' complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs' positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs' benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.

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Misuse of Instructional Time and Its Effect on Students’ Academic Achievement in Four Public Senior High Schools in the Ashanti Mampong Municipality of Ghana

Cited by 7 publications

References 1 publication

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

Implementation of inclusive education in Ghana: The mission of SENCos

A Systematic Review of the Role of School Management Committee for the School Performance in Nepal

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