The impact of time consciousness in schools and on teaching and learning

Abstract

This research study’s premise was to compare and contrast two schools in the Elukwatini area in the Mashishila Circuit in Mpumalanga. One school has a strong culture of learning and teaching, whilst the other school has a weak culture of learning and teaching. The study has endeavoured to find all the similarities and differences in the two schools, in relation to time consciousness and its impact on learning and teaching. This study compares the schools’ cultures with respect to organizational culture, culture of learning and teaching (COLT), school management approaches, how times conscious these schools are and their time management levels. It captures what learners, educators, School Management Teams (SMTs), principals and parents do in relation to time management in the schools. Furthermore, it investigates the roles of all mentioned stakeholders in improving time consciousness, the culture of learning and teaching, effective time management, self-discipline, planning, goal setting, prioritizing, motivation and being responsible. For this research study, data was collected through observations, field notes, interviews and an audio tape. Illumination, understanding and insight of the schools’ time management were achieved in context, by taking the views, facts and ideas of participants into account. Moreover, it will enable school managers to develop programs and policies to alleviate tardiness. The research findings conclusively showed that there was a difference in the cultures of the two schools. In one school the principal, educators and learners were more time conscious, disciplined and concerned about effective learning and teaching. The management approach of the principal and SMT was clearly guiding, motivational and firm. In the other school, however, the principal, educators and learners were less time conscious. They tardily attended classes, there was less concern for learning and teaching, the management approach of the principal was weak, instructions were not taken seriously and a laissez faire approach was prevalent.