TIME MANAGEMENT STRATEGIES AND JOB PERFORMANCE OF TEACHERS IN SELECTED JUNIOR SECONDARY SCHOOL IN BENIN METROPOLIS
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TIME MANAGEMENT STRATEGIES AND JOB PERFORMANCE OF TEACHERS IN SELECTED JUNIOR SECONDARY SCHOOL IN BENIN METROPOLIS
ABSTRACT
This study focuses on the time management methods and job performance of teachers in selected junior secondary schools in Benin Metropolis. The study assesses the following objectives: To ascertain whether personal time management affects teacher’s job performance in some selected secondary schools in Benin metropolis;
to ascertain whether school administration time management affects teacher’s job performance in some selected secondary schools in Benin metropolis;
to find out the effects of time management strategies on teacher’s job performance in some selected secondary schools in Benin metropolis; and to ascertain whether time management strategies affect The study uses simple percentages for analysis.
Chapter one
INTRODUCTION
Background of the study.
Time is the most valuable thing in the world. Time is the second name of care and cure, and it solves both difficult and impossible problems and matters for individuals and nations around the world.
Nations that considered time and tailored their policies and planning to the needs and requirements of their people, as well as global competition, became developed nations, acquiring, saving, popularising, and establishing a strong identity among the world’s countries.
Because squandered time cannot be replaced by increased demands at work and home. The speed of life is getting rapid, thus people are striving to do things faster to reduce time spending, such as eating faster, sleeping less, and making phone conversations while having lunch and working (Garhammer, 2002).
Time management (TM) is a critical component of school organisation. It is the skill of planning, organising, and budgeting one’s time to attain goals (Mohanty, 2003). Time management is a global occurrence. It is a procedure that involves identifying needs and prioritising work. It is really tough to regulate and manage.
Most individuals believe that time cannot be controlled by itself. Time is not a material entity that can be easily manipulated; rather, a man must leech on its flow. The yearning for more leisure time has developed during the previous four to five decades.
According to Green and Skinner (2005), time management reveals a significant mismatch between individual estimates of time utilisation and output results.
It is widely known around the world that time management is more crucial for teachers than for any other profession since they control the fate of future generations. According to Horng (2010) and Master (2013), time management is a key factor in teacher effectiveness and school performance.
Time management consists of two major components: planning and scheduling tasks. According to Cheng, Mahlke, Warter, Anik, and Hwu (1994), principals’ administration and time management concerns have a strong correlation with school performance. Ritchie (2002) stated that school reform necessitates a special emphasis on time management.
Teachers have an important role in achieving educational and societal goals. Teachers are responsible for maintaining high educational standards, transmitting conventions and national values to their students, and serving as role models for them. To do thus much, time management is critical; time is a valuable commodity in the world.
Time management is critical to the success of any organisation, particularly the teaching environment. The main challenges of time management can be grouped into three categories:
principles connected to the nature of the job, principles related to the employee’s personality and attributes, and those who comprise the employee’s role set.
Learning how to manage our time effectively is a necessary ability for success in life. Time management is an essential component of school organisation; it is the art of organising, organising, and budgeting one’s time to achieve goals. Mohanty (2003).
Teachers who pay close attention to their students’ tasks consistently produce better results. Better time management increases worker productivity and allows them to operate more efficiently (Green and Skinner, 2005). Similarly, Jamal (1984) found that efficient time management minimises job stress and improves teacher effectiveness.
Claessens (2004) agreed that improved time management gives individuals more control over their time, which reduces work anxiety and increases job performance. Good time management has been shown to be a good predictor of other aspects that influence job performance.
All professionals with strong time management have lower emotional weariness and job-related fatigue. Time management training contributors also have a higher level of work-life balance (Green & Skinner, 2005).
Based on this backdrop, the researcher would want to analyse time management strategies and work performance of teachers at chosen junior secondary schools in Benin city.
Statement of the Problem
Teachers have an important role in achieving educational and societal goals. They are accountable for maintaining excellent educational standards, thus they must be well-versed in all parts of their lives.
Time management is thus the teacher’s instrument for effectiveness and peak job performance in reaching organisational and individual objectives.
Teacher performance can be improved through conscious time management because the effectiveness of any organisation or activity is determined by time usage.
However, it has been observed that a large number of teachers and even school administrators have struggled to meet their expected job performance levels due to inadequate time management skills.
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