Teacher utilization


Utilisation rate the actual number of teaching hours compared to the theoretical duration of use: U. T. = (actual number of periods taught divided by theoretical number of periods to be taught on school premises) x 100. Example: If, in theory, each classroom can be used for 50 instructional periods per week, and if that room is used for just 25 periods per week, its utilisation rate is (25/50) x 100 = 50 %. This means that the number of pupils could double without having to build a new classroom. This rate can be calculated for each room, for each type of room (general education or specialised instruction) or for the whole set of classrooms in a school. It is hard to push a utilisation rate beyond 80 %, due to the difficulties in organising timetables for the different courses. Furthermore, this is not advisable: if the rate is 80 % utilisation, this already means dropping the principle of each class having its own classroom. Having said that, it is indispensable to leave one classroom free at all times so that pupils can use it for study during free periods (IIEP definition). , Optimal teacher utilization means the use of teachers in a way that responds to both the needs and constraints of the education system and teachers' own capacities and aspirations (Göttelman-Duret, 2000: 9).

Example of use

Drawing upon the results of relevant studies and reports on several developing countries, the monograph explores, in particular, two central aspects of efficient teacher utilization: the first relates to optimal staff allocation i.e. how to make sure that teachers, especially qualified and experienced, are deployed to where they are most needed, at the same time, taking into account their individual characteristics and preferences; the second crucial aspect of optimizing the utilization of teachers concerns the enhancing of teacher's commitment to quality-seeking and self-development through appropriate career patterns, promotion systems and other incentives (Thompson, 1995: vii).