Influence of Teachers’ Workload on Effective Delivery of Teaching Content in Mogadishu Secondary schools, Somalia
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INFLUENCE OF TEACHERS’ WORKLOAD ON EFFECTIVE DELIVERY OF TEACHING CONTENT IN MOGADISHU SECONDARY SCHOOLS, SOMALIA
Ntu N. Nkomo
Department of Education, Islamic University in Uganda
This paper seeks to discuss the influence of teachers’ workload on the effective delivery in teaching content in Mogadishu secondary schools, Somalia. The amount of time teachers have to prepare lessons is identified as a key obstacle to teaching efficiency in the study. In this paper, “workload” refers to all of a teacher’s obligations. Role overload occurs when employees believe they are being asked to accomplish more than they have time or resources to complete. The paper identifies many factors that contribute to teachers’ excessive workloads, including the volume of paperwork they deal with, the length of time it takes to complete records forms, and teachers’ participation in extracurricular activities. The influence of teachers’ workloads on their ability to teach was also emphasized. First, it was suggested that teachers should have a suitable environment to work where they may discover things that excite them on their own, they should be protected from the impacts of inappropriate work expectations in order to perform successfully while minimizing burnout and employee turnover, and should be made more aware of dangerous working situations. Teachers should be compensated for heavy workloads in order to motivate them to work more and stay at the school longer.