Abstract
The persistent concern of stakeholders in the education sector over the dwindling academic performance of students in Nigerian secondary schools could be attributed to the perceived inadequacies in instructional time management. This study therefore investigated principals’ instructional time management strategies, teachers’ effectiveness in instructional tasks, and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive design of the survey type was adopted. Multi-stage sampling technique was used to select 30 public secondary schools from three (3) Local Government Areas in the Northern Senatorial Districts of Ondo State. The sample comprised 600 teachers and 30 principals randomly selected for the study. Three (3) research questions were answered using frequency counts and percentage, while three (3) hypotheses were tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Findings indicated a significant relationship between principals’ time management strategies and teachers’ instructional tasks performance (r-cal=0.622, p0.05), there was significant relationship between principals’ time management strategies and students’ academic performance (r-cal=0.702, p0.05), and significant relationship between teachers’ instructional tasks performance and students’ academic performance (r-cal=0.587, p0.05). The major constraints to instructional time were pressure of administrative duties and excess workload. Based on the findings, it was recommended that principals should step-up efforts at prioritizing administrative tasks, encouraging teamwork in instructional activities and delegating duties to the experienced teachers in the management cadre to reduce excess workload, and improve monitoring and evaluation of teachers’ instructional tasks performance for better academic performance of students in secondary schools.
Highlights
Education is a potent tool for human capital and sustainable national development
The perceived inadequacies in principals’ instructional time management create loopholes in the teaching-learning process and appear to be responsible for the teachers’ and students’ misuse of instructional time, irregular class attendance, neglecting class assignments, picking phone calls, and pinging on social networks. All these have negative implication on teachers’ instructional performance and students’ academic performance in secondary schools. It is against this backdrop that this study investigates principals’ instructional time management and its implication on teachers’ instructional tasks performance and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria
What strategies are adopted by principals in instructional time management in secondary schools in
Summary
Education is a potent tool for human capital and sustainable national development. the secondary school system prepares students for higher education and useful living in the society [1]. According to Drucker [2], time is the scarcest resource available to man", time determines the extent to which curriculum activities are implemented in the school setting This underscores the allocation of periods to subjects on the time table in order to cover the syllabus and achieve the set educational goals in a term and session. Realizing that there are challenges hindering effective time management such as students learning under deplorable and congested situations, inadequate number of teachers, limited instructional materials and lack of prioritization of the school activities., This study would provide additional information to school principals on the implications of poor time management and give more attention to effective planning, coordination and control of school activities within the available time-frame. Parents will become aware of the impact of time management on students’ attitude to work and encourage their wards to be disciplined on time utilization to achieve better academic performance
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