Get to know » Teachers » Resources:
Resources for teachers
Teachers were given a series of statements about the resources available to them and were asked to indicate how much they agreed or disagreed with them. Reponses could be ‘Strongly agree’, ‘Agree’, ‘Disagree’, or ‘Strongly disagree’. These statements were focused around two key resources: the space and the time available to teachers to teach and to manage learning.
Space available for teachers
Teachers were asked to indicate their agreement with two statements about the availability of space: ‘I have adequate space in my classroom for all my students’; and ‘I have a space to do my work in the school’. Both touch on crucial issues for teachers, their ability to deliver effective learning and their ability to perform supporting activities, such as marking, lesson planning and administration.
The graphic shows the proportion of students with teachers in Small Island States who agreed with each statement about the amount of space available to them (‘Strongly agree’ or ‘Agree’).
The results show that, across both year levels, most students (about 80%) had teachers who agreed or strongly agreed they had adequate space in their classroom for their students. Also, most students across both year levels, about 90%, had teachers who agreed that they have a space to do their work in school. These are high proportions but they still show that around 20% of the students in Small Island States had teachers who thought they did not have adequate classroom space. Further, they show that about 10% of students in Small Island States have teachers who thought they did not have a space to do their work at school.
Teacher’s time
Teachers were asked to indicate their agreement with five statements related to the adequacy of time they had available for defined areas of their work. Table TT2.4 details the results of these questions by the year level of the students.
More than 60% of year four students and more than 80% of year six students had teachers who agreed they had enough time to complete the required lessons in mathematics, reading and writing, and fewer year four students had teachers who agreed they had adequate time for lessons. On average, more than one out of four students in Small Island States had teachers who indicated they did not have enough time to work with students who are slow learners. This was the area with the lowest proportion of students with teachers in agreement.
On average, 65% of year four students and 93% of year six students in Small Island States had teachers who agreed that they spent an appropriate amount of time on administrative work.
What does this mean?
Most students in Small Island States have teachers who agree they have enough space in their classrooms for all students and a space at school to do work. However, the results also imply that a minority of teachers are experiencing potential challenges with the space they have at school.
The PILNA 2021 programme also collected information about school leaders’ perceptions of school resources. These are found in the school leaders’ section.
Regarding teachers’ time, most students in Small Island States have teachers who agree they have enough time to complete lessons in mathematics, reading and writing. An area of concern is, however, teachers’ ability to accommodate slow learners. Less than half the students in both year levels have teachers who think they do not have enough time to work with slow learners. These students may not get the teacher support they need if they fall behind or are slow to absorb new concepts.
Another area to monitor is teachers’ time as reported by year levels. Fewer students in year four compared to year six had teachers who agreed with the statements about having enough time for lessons, working with slow learners, and spending an appropriate amount of time of administrative work. It may be that year four students require more time from teachers than year six students.
