BIOLOGY LABORATORY MANAGEMENT IN SENIOR HIGH SCHOOLS : AN ANALYSIS OF PLANNING, IMPLEMENTATION, AND RESOURCE UTILIZATION
DOI:
https://doi.org/10.26877/bioma.v15i2.3906Keywords:
Biology laboratory, Educational facilities, Laboratory management, Maintenance and safety, Resource allocationAbstract
This descriptive qualitative study analysed biology laboratory management across two senior high schools in Gamping District during the 2018/2019 academic year. Informants selected through purposive sampling comprised two heads of laboratory, one laboratory technician, and two biology teachers, alongside descriptive questionnaire data from 627 students across 21 study groups. Data collected via semi-structured interviews, direct observations, document reviews, and questionnaires were analysed using Miles and Huberman’s qualitative framework (comprising data reduction, data display, and conclusion drawing). Results revealed three principal findings: First, operational capacity diverged sharply, as High School A maintained routine practical sessions using a dedicated technician, whereas High School B faced physical constraints, technician shortages, and multi-purpose room usage. Second, field observations and student surveys identified persistent sanitation infrastructure deficits across both institutions, including irregular running water access and unsegregated chemical waste. Third, both schools exhibited an administrative omission in evaluative governance, maintaining basic activity logs while completely omitting formal staff performance appraisals and post-evaluation action plans. To ensure sustainable laboratory operations, institutional management must prioritise technical staffing, sanitation infrastructure upgrades, and formalised performance evaluation frameworks.
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