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International Journal of Education

and Cognitive Sciences
Article history:
Received 25 June 2024
Revised 25 July 2024
Volume 5, Issue 4, pp 30-42
Accepted 24 August 2024
Published online 14 Sept. 2024 E-ISSN: 3041-8828

Time Management Styles and Work Performance of Public Secondary

School Teachers in San Marcelino District Zambales
Jennelyn Ayban Jaballa *1 , Bernadette Bernardino Nening2

1. President Ramon Magsaysay State University (Corresponding author)

2. San Guillermo National High School

* Corresponding author email address: [email protected]

A r t i c l e I n f o A B S T R A C T
Article type: Purpose: This study aimed to assess the time management styles and work
Original Research performance of public secondary school teachers in the San Marcelino District,
Zambales.
How to cite this article: Methods and Materials: A descriptive-correlational research design was utilized,
Ayban Jaballa J, Bernardino Nening with survey questionnaires distributed to 144 public secondary school teachers in
B. (2024). Time Management Styles and the San Marcelino District. The study used total population sampling. Teachers’
Work Performance of Public Secondary work performance was assessed through their Individual Performance Commitment
School Teachers in San Marcelino
and Review Form (IPCRF). Statistical analyses, including ANOVA and Pearson’s
District Zambales. International Journal
R correlation, were employed to determine the significance of relationships between
of Education and Cognitive Sciences,
5(4), 30-42. time management styles and work performance.
https://doi.org/10.61838/kman.ijecs.5.4.4 Findings: The study found that teachers scored high in keeping commitments, with
a mean score of 3.73 (on a scale of 1-4), particularly excelling in punctuality during
meetings (mean = 3.84). Control over interruptions received a lower composite
mean of 2.67, indicating moderate effectiveness in this area. In planning, teachers
© 2024 the authors. Published by Iranian scored a composite mean of 3.82, indicating strong planning skills. Resource
Association for Intelligence and Talent utilization was another strong area, with a composite mean of 3.86. Teachers with
Studies, Tehran, Iran. This is an open
higher levels of education (Master’s degree or higher) and those in higher positions
access article under the terms of the
demonstrated significantly better time management (p < 0.05). A positive correlation
Creative Commons Attribution-
NonCommercial 4.0 International (CC (r = .174, p = .037) was found between balancing lifestyle and basic content
BY-NC 4.0) License. knowledge and pedagogy, showing that personal-professional balance improves
performance.
Conclusion: Effective time management, particularly in planning, resource
utilization, and keeping commitments, significantly impacts teachers' work
performance. Educational institutions should focus on time management training
and promoting work-life balance to further enhance teacher performance.
Keywords: Time Management Styles, Work Performance, Public Secondary Schools,
Teachers.
 Ayban Jaballa et al. International Journal of Education and Cognitive Sciences 5:4 (2024) 30-42

1. Introduction expected to engage in continuous professional development

(CPD) to stay updated with the latest pedagogical trends and

T ime management is a crucial skill in various

professional fields, but its importance becomes
particularly pronounced in education. Educators, especially
instructional strategies. However, finding time for CPD
amidst a busy teaching schedule can be challenging.
Arogundade, Arogundade, and Oyebanji (2015) suggest that
secondary school teachers, often face a myriad of
organizational justice plays a role in teachers' commitment
responsibilities, from lesson planning and classroom
to their roles, implying that a fair distribution of time and
management to assessment and extracurricular involvement.
resources for professional development can enhance
Effective time management directly impacts their work
teachers' motivation and engagement (Arogundade et al.,
performance and, consequently, student outcomes.
2015). Similarly, Alfian et al. (2022) argue that leadership
Numerous studies have explored the relationship between
style and a culture of continuous improvement within
time management practices and work performance across
educational institutions can significantly influence the time
various educational contexts, underscoring the need for
management practices of educators, thereby affecting the
efficient management strategies in achieving optimal results
overall quality of education (Alfian et al., 2022).
in both teaching and administrative duties (Afenu et al.,
Another important dimension of time management in
2021; Herawati et al., 2024; Maarefvand & Shafiabady,
education is the use of technology to streamline
2024; Otieno et al., 2021; Sadat Mousavi & Ebrahimi, 2024).
administrative tasks and enhance teaching efficiency. As
At the core of educational success is the teacher's ability
educational institutions increasingly adopt digital tools,
to balance multiple tasks while ensuring the quality of
teachers are expected to manage their time more effectively
teaching remains high. Sahito and Väisänen (2017) highlight
by leveraging these technologies. Studies by Chen (2023)
that teachers who manage their time effectively experience
and Logachev et al. (2021) underscore the importance of
increased job satisfaction and motivation, which are
integrating technology into educational management
essential for sustaining high-quality educational delivery
systems to optimize time spent on routine tasks, allowing
(Sahito & Väisänen, 2017). Furthermore, Sahito, Khawaja,
teachers to focus more on instructional delivery and student
Panhwar, Siddiqui, and Saeed (2016) demonstrate that
engagement (Chen, 2023; Logachev et al., 2021).
proper time management practices not only improve teacher
Additionally, the use of learning management systems
performance but also positively influence student learning
(LMS) has been shown to enhance time management by
outcomes (Sahito et al., 2016). This emphasizes the
providing teachers with a platform to organize lessons, track
symbiotic relationship between a teacher's time management
student progress, and communicate with students and
capabilities and their overall effectiveness in the classroom.
parents (Arshad, 2021; Basantia & Kumar, 2021).
In the context of secondary education, effective time
Time management is not only about managing workload
management is critical due to the diverse roles that teachers
but also about controlling interruptions and distractions that
play. Teachers are not only responsible for delivering
can detract from productivity. Göksoy (2015) emphasizes
lessons but also for shaping the learning environment,
that teachers who can control interruptions, such as
addressing the individual needs of students, and engaging in
excessive socialization or the overuse of technology, are
professional development activities. As highlighted by
better able to maintain focus on their core responsibilities
Göksoy (2015), educational inspectors have noted the
(Göksoy, 2015). This is especially relevant in the modern
growing importance of time management in ensuring that
educational environment, where digital distractions are
teachers can meet these expanding responsibilities without
abundant, and teachers must strike a balance between
compromising the quality of education provided (Göksoy,
utilizing technology for instructional purposes and avoiding
2015). The evolving educational landscape, characterized by
its potential to disrupt workflow (Kurgansky, 2022; Takhir
increased demands for accountability and the integration of
et al., 2022). As Liu and He (2016) note, the effective use of
technology, has further intensified the need for time
communication tools, such as WeChat, in managing
management skills among teachers (Aiyan, 2022; Liu et al.,
educational activities can either facilitate efficient time use
2021).
or become a source of distraction if not properly regulated
One of the critical aspects of time management in
(Liu & He, 2016).
education is balancing teaching responsibilities with
In the context of managing resources, it is imperative that
personal and professional development. Teachers are often
teachers use their available tools effectively to enhance

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student learning. The ability to plan lessons efficiently, Balancing personal and professional responsibilities is
integrate diverse instructional resources, and maintain an another critical aspect of time management for teachers. As
organized approach to curriculum delivery are all essential noted by Ekundayo and Kolawole (2013), the administrative
components of time management. Akinfolarin (2016) points effectiveness of school principals is closely tied to their time
out that the management of educational resources is a key management skills, which in turn affects the overall
factor in capacity development within universities, and this performance of the school (Ekundayo & Kolawole, 2013).
is equally applicable in secondary education, where the use This is particularly relevant for teachers who must juggle
of resources can either facilitate or hinder the learning classroom responsibilities with administrative duties, such
process (Akinfolarin, 2016). Furthermore, Bevan and Kipka as lesson planning, grading, and attending meetings.
(2012) highlight the importance of experiential learning in Effective time management allows teachers to allocate
management education, suggesting that teachers who can sufficient time to each task, ensuring that both instructional
effectively manage their time to incorporate hands-on and administrative duties are completed efficiently
learning experiences are more likely to achieve better (Hidayah, 2023; Mubarok, 2023).
educational outcomes (Bevan & Kipka, 2012).

Figure 1

Paradigm of the Study

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This study determined the time management styles and collection techniques. The study's goal was to assess the time
work performance of public secondary school teachers in the management techniques and job performance of public
San Marcelino District. The researcher evaluated whether secondary school teachers in the San Marcelino District,
the teachers can or cannot maintain a quality performance specifically their capacity to sustain outstanding
within the restricted time frame given. Evaluate the time performance within a specific period of time. A survey
management styles of the faculty and identify the different questionnaire was utilized to collect information on teacher
factors that affect their time management styles and work performance, time management, and professional
performance among the public secondary school teachers in development. The questionnaire was validated by oral
San Marcelino District. examiners at a state university in Zambales, Philippines. A
The researcher utilized the Independent- Dependent and pilot test was conducted with teachers from a public high
Moderating Variable model framework. The independent school. This research focuses on 144 public secondary
variable frame deals with the time management of teachers school teachers in San Marcelino District, Philippines, who
limited to keeping a commitment, controlling interruptions, offer services in the Schools Division of Zambales and were
planning, using resources, and balancing lifestyles. These found using total population or universal sampling. The
variables may have a direct effect on the work performance research can find significant difference in respondents'
of the respondents. The dependent frame deals with the management styles and job performance, as well as a
respondents' work performance that focused on the content significant relationship between time management
knowledge & pedagogy, learning environment, curriculum, techniques and performance, using ANOVA and Pearson R.
and planning; and assessment & reporting of the teacher
respondents which is reflected in their IPCRF result. The 3. Findings and Results
moderating frame dealt with the respondent profile limited
Profile of Public Secondary School Teachers in San
to age, gender, civil status, educational attainment, position,
Marcelino District
and length of service.
The teachers from the public secondary school in San
Marcelino district were described in terms of the profile
2. Methods and Materials
variables age, sex, civil status, highest educational
The present study uses descriptive-correlational research, attainment, position, and length of service. Table 1 presents
with survey questionnaires serving as the primary data the frequency and percentage.

Table 1

Frequency and Percentage Distribution of Teacher-Respondents

Variable Category Frequency %

Age (in years) 24-29 32 22.22
(Mean=34.87) 30-35 66 45.83
36-41 25 17.36
42-47 10 6.94
48-53 4 2.78
54-60 7 4.86
Sex Female 83 57.64
Male 61 42.36
Civil Status Single 45 31.25
Married 99 68.75
Highest Educational Attainment Bachelor’s degree 29 20.14
Masteral Units 53 36.81
Masteral Degree 55 38.19
Doctoral Units 4 2.78
Doctoral Degree 3 2.08
Position Teacher I 43 29.86
Teacher II 73 50.69
Teacher III 26 18.06
Master Teacher I 2 1.39
Length of Service (in years) 5 years and below 79 54.86
(Mean=6.37) 6-10 55 38.19
11-15 4 2.78

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Age. A greater proportion (45.83% or 66 out of 144) of Highest Educational Attainment. A greater proportion
the teacher respondents belong to age band 30 – 35 while (38.19% or 55 out of 144) of the teacher respondents are
four (2.78%) among them are 48 – 53 years old. The mean master’s degree holders and there were three (2.08%) of
age 34.87 years indicates that the teachers are generally them are full-pledged doctorate degree holders. This
young adults. According to Dyussenbayev, Akhmet (2017), indicates that the roster of the teachers values the importance
in 2015, the World Health Organization under the United of pursuing advancement in their educational backgrounds
Nations officially revised the age standards. According to that could help them update trends in the educational system
the new classification a person is considered young from 25 and acquire additional skill as educators.
to 44, middle age is 44-60, elderly age is 60-75, senile age is Position. The majority (50.69% or 73 out of 144) of the
75-90 and long-livers are after 90. teacher respondents are Teacher II and there were two
Sex. Majority (57.64% or 83 out of 144) of the (7.3%) in the distribution of respondents who holds a Master
respondents are female and there were 63 (42.36%) males. Teacher I position.
This indicates that the roster of public secondary school Length of Service. The majority (54.86% or 79 out of
teachers in San Marcelino District is mostly represented by 144) of the teacher respondents have been in the service 5
female individuals. years and below while there were four (2.78%) of them who
Civil Status. The majority (68.75% or 99 out of 144) of have been serving in the Department of Education for 11 –
the respondents are married while there were 45 (31.25%) 15 years with a mean of 6.37 years in service.
individuals with a single status in the distribution of the
teachers.

Table 2

Teachers’ Time Management Style in terms of Keeping Commitments

Indicators Wt. Mean Qualitative Interpretation

1. Meet deadlines. 3.69 Always
2. Make decisions on time. 3.68 Always
3. Attend my classes on time. 3.76 Always
4. Arrive on time during meetings. 3.84 Always
5.Have my job done before leaving the workplace 3.68 Always
Composite 3.73 Always

Table 2 presents the mean analysis on the responses of their time management styles. It implies that due to their
teachers in their time management styles in terms of keeping commitment to the teaching and learning process, they
commitment. The teacher had a highest mean rate of 3.84 generate something new and authentic.
which indicates that they Always arrive on time during Controlling Interruptions. Interruptions as intrusions
meetings. They had a lowest mean rate of 3.68 both in from outside the classroom that are not under the direct
making decisions on time and having their job done before control of classroom teachers. Table 3 shows the mean
leaving the workplace which can be qualitative interpreted analysis on the time management styles of the teachers in
as Always. The composite value 3.73 indicates that the terms of controlling interruptions.
teachers Always keep their commitments as an indicator of

Table 3

Teachers’ Time Management Style in terms of Controlling Interruptions

Indicators Wt. Mean Qualitative Interpretation

1. Seem to spend hours on my phone. 2.90 Sometimes
2. Spend more than 2 hours chatting with friends. 2.47 Sometimes
3. Spend more than 2 hours watching videos. 2.46 Sometimes
4. Socialize too much at work. 2.65 Sometimes
5. Spend more than 2 hours attending meetings. 2.85 Sometimes
Composite 2.67 Sometimes

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The teachers had a highest mean rate of 2.90 which application of self-regulation processes. Table 4 shows the
indicates that they Sometimes seem to spend hours on their mean analysis on the time management styles of the teachers
phones. They rated a lowest mean of 2.46 which indicates in terms of planning.
that they Sometimes spend more than two hours watching The teachers had a highest mean rate of 3.92 which
videos. The composite value 2.67 indicates that the teacher indicates that they Always teach based on the curriculum
Sometimes control interruptions as a part of their time guidelines or in the most essential learning competencies set
management styles. by the department. The had a lowest mean rate of 3.72
Planning. This narrowly refers to the principles and indicating that they Always teach according to what is
systems that teachers use to make conscious decisions about written in their Daily Lesson Log.
the activities that occupy their time. Time management is an

Table 4

Teachers’ Management Style in terms of Planning

Indicators Wt. Mean Qualitative Interpretation

1. Teach with my DLL or book. 3.72 Always
2. Teach based on the CG/MELCS. 3.92 Always
3. Check quizzes, seatwork, and worksheets regularly. 3.89 Always
4. Return quizzes and seatwork on time. 3.75 Always
5. Start my classes with a well-prepared lesson. 3.80 Always
Composite 3.82 Always

The composite value 3.82 indicates that they Always Using Resources. Teachers use instructional strategies
practice their planning strategies to deliver their prepared and resources to help students become more independent and
lessons more effectively. This implies that the teachers use tactical learners. These strategies become effective learning
the procedures that they design to achieve their goals by strategies when students handpicked the suitable ones and
assessing the activities to prioritize the plans that may also used them to complete tasks. Instructional strategies and
include proper time allocation and the management of resources can stimulate students and help them concentrate
different things, works and activities such as regularity and and merge information for understanding and remembering.
punctuality, advanced preparation of different schedules, Table 5 presents the mean analysis on the time management
lesson plans and activities. styles of the teachers in terms of using resources.

Table 5

Teachers’ Time Management Style in terms of Using Resources

Indicators Wt. Mean Qualitative Interpretation

1. Use resources based on the instructional purpose. 3.79 Always
2. Use resources to make positive connections with learners’ knowledge, experiences, and identity. 3.88 Always
3. Use resources to build knowledge about what is required for achieving particular tasks. 3.89 Always
4. Use resources that are engaging for the learners. 3.90 Always
5. Use resources to support the use of assessment to enhance learning. 3.85 Always
Composite 3.86 Always

The teachers garnered a highest mean rate of 3.90 which identity. Additionally, they Always use the resources to
indicates that they Always use resources that are engaging build knowledge about what is required for achieving tasks.
for the learners. The lowest garnered mean rate 3.85 Balancing Lifestyle. This includes the way the teachers
indicates that the teachers Always use resources to support live and reflect on their work and their relationship with their
the use of assessment to enhance learning. loved ones. Teachers’ well-being due to the work-life
The composite value 3.86 means that they Always use balance are often affected by gender inequality, stress at
resources based on the instrctional purpose to make positive work and tension. Table 6 shows the time management styles
connections with learners’ knowledge, experience, and of the teachers in terms of balancing lifestyles.

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Table 6

Teachers’ Time Management Style in terms of Balancing Lifestyles

Indicators Wt. Mean Qualitative Interpretation

1. Set a weekly schedule and get organized in doing my personal and professional tasks. 3.72 Always
2. Give priority to my health. 3.66 Always
3. Make time for bonding with my family. 3.76 Always
4. Find talking about work in social situations. 3.58 Always
5. Accept that there is no perfect work-life balance. 3.72 Always
Composite 3.69 Always
Scale: 3.50-4.00 Always; 2.50-3.49 Sometimes; 1.50-2.49 Seldom; 1.00-1.49 Never

The teacher had a highest mean rate of 3.76 which Work Performance of the Public Secondary School
indicates that they Always make time for bonding with their Teacher in San Marcelino District
families. Their lowest mean rating of 3.58 indicates that they The work performances of the teachers are their outputs
Always find time to talk about work in social situations. and accomplishment in terms of the requirements set by the
The composite value 3.69 reflects the time management department. It is measured by the key result areas given in
style of the teachers which shows that they Always see to it their IPCRF which includes basic content knowledge and
that they can balance their work and life. It also indicates that pedagogy, learning environment, diversity of learner’s
they Always give priority to their health and set a weekly curriculum and planning and assessment and reporting, and
schedule and get organized in doing their personal and community linkages and professional engagement and
professional tasks. personal growth. It also includes a plus factor covering the
professional development that teachers attend such as
training, seminars, speakerships, coaching and others.

Table 7

Work Performance of Teachers as Reflected in their IPCRF

Key Result Areas Mean Numerical SD Qualitative

Rating Description
Basic Content Knowledge and Pedagogy 4.31 .24 Very Satisfactory
Learning Environment 4.30 .28 Very Satisfactory
Diversity of Learners Curriculum and Planning and Assessment and Reporting 4.29 .25 Very Satisfactory
Community Linkages and Professional Engagement & Personal Growth and Professional 4.29 .34 Very Satisfactory
Development
Plus Factor 4.31 .35 Very Satisfactory
Mean 4.30 .29 Very Satisfactory

Table 7 shows the summary of the rating of the teacher as knowledge development. It also affirms the statement of Ball
reflected in their IPCRF in all the key result areas. and Bass (2000) that PCK must be flexible to a wide range
Content Knowledge and Pedagogy. The teachers have of pedagogical activities included in both teaching and
a Very Satisfactory (4.31) level of performance in terms of planning of classroom activities. Teachers are entrusted to
Content Knowledge and Pedagogy which means that they enhance students’ achievement. Thus, the teachers should be
have great capacities in applying their PCK in the delivery free of misconceptions and errors. To carry out their duties
of lessons. In turn, they had capabilities and skills to identify well they need particular and special knowledge that PCK
the strengths and weaknesses within curriculum-based suggests.
lessons and make modifications that meet the ambitious Learning Environment. The teachers have a mean
goals entailed in reform-oriented teaching. numerical rating of 4.30 which indicates a Very Satisfactory
These findings support the finding that when teachers use level of work performance in terms of learning environment.
their PCK in the classroom, they must combine their Learning environments are educational approaches, cultures,
knowledge in new and different ways, which results in new and physical settings for all types of learners and activities

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The term learning environment can refer to an educational understanding of knowledge of learning environments that
approach, cultural context, or physical setting in which are responsive to community contexts. They outstandingly
teaching and learning occur. engage parents and the wider school community in the
Diversity of Learners, Curriculum and Planning and educative process and seek advice concerning strategies that
Assessment and Reporting. The teachers attained a Very build relationships with parents/guardians and the
Satisfactory (4.29) level of performance in terms of community. Additionally, they have a deep knowledge and
Diversity of Learners, curriculum and planning, and understanding of school policies and procedures and have a
assessment and reporting. Diversity includes students with high awareness of existing laws and regulations that apply to
varied abilities, disabilities, interests, experiential the teaching profession.
backgrounds, and even language or dialect use. This implies Plus Factors. The teacher rated Very Satisfactory (4.31)
that the teachers have very satisfactory traits in addressing on this key result area which indicates that aside from their
learners’ diverse learning needs to access a full and engaging regular duties and responsibilities as teachers, they perform
education on the same basis as their peers. This also tasks assigned to them which also contributes to attaining a
indicates that the schoolteachers have a very satisfactory Very Satisfactory performance. This includes their
level of structuring academic experiences, using their contributions not covered by the other key result areas in
expertise knowledge and getting involved in before the attaining the objective of the institution such as conducting
actual implementation. Moreover, they embed relevant educational researcher, project proposals, program
formative and summative assessment strategies into implementations, etc.
classroom practice where students are given opportunities to Difference on Time Management Styles of the Public
reflect on and direct their learning, offering insights into the Secondary School Teachers
curriculum, teaching, and assessment practices. At α=.05 level of significance, the researcher hypothesize
Community Linkages and Professional Engagement, that the time management styles of the teachers vary as
& Personal Growth and Professional Development. The influence by their age, sex, civil status, highest educational
teachers attained a Very Satisfactory (4.29) level of attainment, position, and length of service. Table 8 presents
performance in terms of Community and Professional the summarized analyses of variances on the time
Engagement. This indicates that they have an outstanding management styles of teachers when they are grouped
trait of establishing learning environments that are according to the profile variables involved.
responsive to community contexts, demonstrate an

Table 8

ANOVA on Teachers’ Time Management Styles across Profile Variables

Profile Variables Keeping Controlling Planning Using Balancing

Commitment Interruption Resources Lifestyles
F Sig. F Sig. F Sig. F Sig. F Sig.
Age 1.122 .352 1.711 .136 1.133 .346 1.836 .110 .908 .478
(df=5, 138)
Sex .005 .942 5.584* .017 .002 .968 .041 .839 .110 .741
(df=1, 142)
Civil Status .000 .994 1.1844 .177 .491 .485 .185 .668 .192 .662
(df=1, 142)
Highest Educational Attainment (df=4, .620 .649 1.122 .349 9.053* .000 2.468* .046 4.467* .002
139)
Position 6.856* .000 .701 .553 21.774* .000 1.327 .268 5.378 .002
(df=3, 140)
Length of Service .302 .824 1.306 .275 .179 .910 1.924 .128 .689 .560
(df=3, 140)

It can be seen on Table 8 that, in terms of Keeping These prompt the researcher to reject the null hypothesis
Commitment (F=6.856, p=.000) and Planning (F=21.774, involving the profile variable position, hence significant
p=.000), profile variable Position have significant values differences in terms of keeping commitment and planning.
that are less than and equal to the set alpha level (α=.05). This indicates that the positions of the teachers influence

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their time management styles in terms of how they keep null hypotheses; hence, there is significant difference on the
committed to their work and how they plan to deliver their time management styles of the teachers in terms of planning,
tasks effectively. using resources and balancing lifestyle as influenced by their
Moreover, in terms of Controlling Interruptions, profile educational attainment.
variable Sex (F=5.584, p=.017) has a significance value that Beginning teachers report that poor classroom
is less than the set alpha level. This signifies rejection of the management skills (82%) and disruptive students (57%) are
null hypothesis; hence, there is significant difference the most significant barriers to professional success.
between the sex groups of teachers in terms of controlling Experienced teachers are believed to have combined years
interruptions. of service and a repertoire of classroom skills and strategies.
It can also be seen on Table 10 that in terms of Planning Difference on the Work Performance of the Public
(F=9.053, p=.000), Using Resources (F=2.468, p=.046) and Secondary School Teachers
Balancing Lifestyle (F=4.467, p=.002), profile variable At the same level of significance (α=.05), it was also
Highest Educational Attainment has significance values that hypothesized in this study that the teachers vary in their work
are less than the set alpha level. This prompts rejection of the performance as influenced by their profile variables.

Table 9

ANOVA on Teachers’ Work Performance across Profile Variables

Profile Variables Basic Content Learning Diversity of Learners Community Linkages and Plus Factor
Knowledge and Environment Curriculum and Planning & Professional Engagement &
Pedagogy Assessment and Reporting Personal Growth and Professional
Development
F Sig. F Sig. F Sig. F Sig. F Sig.
Age 1.019 .409 .501 .775 2.112 .068 .173 .972 .257 .936
(df=5, 138)
Sex .639 .426 1.295 .257 .069 .793 .480 .490 .078 .781
(df=1, 142)
Civil Status 3.412 .067 .912 .341 .004 .948 .855 .357 2.806 .096
(df=1, 142)
Highest 1.171 .326 .578 .679 .174 .951 1.060 .379 1.045 .386
Educational
Attainment (df=4,
139)
Position 1.077 .361 .864 .462 .371 .774 2.501 .062 .335 .800
(df=3, 140)
Length of Service 1.677 .175 .617 .605 3.226* .025 .101 .959 .286 .835
(df=3, 140)

Table 9 shows the summarized analyses of variance in the Performance management is important for an
work performance of the teachers when they are grouped organization. In a top-down perspective, it emphasizes the
according to age, sex, civil status, highest educational strategic alignment of the agency's thrusts with the day-to-
attainment, position, and length of service. today operation. Also, from a bottom-up approach, it aligns
It can be seen on Table 9 that in terms of Diversity of and optimizes individual performance with the common goal
Learners, Curriculum and Planning and Assessment and of the group. This paper examined the extent of school heads'
Reporting, profile variable length of service (F=3.226, implementation of the Results-based Performance
p=.025) has a significance value that is less than the set alpha Management System (RPMS) as performance management
level (α=.05). This signifies rejection of the null hypothesis; mechanism in the Department of Education (DepEd).
hence there is significant difference on the work Relationship between Teachers’ Work Performance
performance of teachers in terms of the key result area and Time Management Styles
diversity of learners, curriculum and planning and The work performance of the public secondary school
assessment and reporting when they are grouped according teachers was hypothesized to have a linear relationship with
to their length of service in the department. their time management styles. Table 10 shows the
correlation between these variables.

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Table 10

Correlation between Teachers’ Time Management Styles and Work Performance

Time Coefficients Basic Content Learning Diversity of Learners, Community Linkages and Plus
Management Knowledge and Environment Curriculum and Planning Professional Engagement & Factor
Styles Pedagogy & Assessment and Personal Growth and Professional
Reporting Development
Keeping r .141 -.098 -.148 .023 .099
Commitment Sig. (2- .093 .296 .077 .782 .238
tailed)
N 144 144 144 144 144
Controlling r .163 -.118 -.074 .101 -.006
Interruptions Sig. (2- .051 .158 .377 .228 .947
tailed)
N 144 144 144 144 144
Planning r -.038 -.109 -.066 -.097 .127
Sig. (2- .647 .192 .430 .248 .130
tailed)
N 144 144 144 144 144
Using r ..080 -.038 -.008 .099 .226**
Resources Sig. (2- .341 .655 .926 .240 .006
Strategies tailed)
N 144 144 144 144 144
Balancing r .174* .000 -.070 -.060 .116
Lifestyles Sig. (2- .037 .999 .402 .471 .167
tailed)
N 144 144 144 144 144
*Correlation is significant at the 0.05 level (2-tailed)

Balancing Lifestyles has a negligible positive correlation findings that align with previous studies and contribute to the
with Basic Content Knowledge and Pedagogy (r=.174, existing literature on educational management.
p=.037) that is significant at .05 level: hence positive The findings show that teachers who excel in keeping
relationship. This positive linear relationship indicates that commitments demonstrate higher levels of work
when teachers have a more balanced lifestyle, they tend to performance, particularly in areas such as content
improve their performance in terms of basic content knowledge and pedagogy, as well as community
knowledge and pedagogy. engagement. This finding is consistent with previous
Moreover, Using Resources Strategies shows to have low research, which underscores the importance of
positive correlation with Planning (r=.226, p=.000), that is organizational commitment and time management in
significant at .01 level: hence positive linear relationships. It enhancing work performance. A study by Arogundade et al.
can be inferred that as the teachers have a better time (2015) found that organizational justice, including fair time
management style in using resources, they improve in their distribution, significantly influences teachers' commitment,
performance in terms of the plus factors. which in turn affects their job performance (Arogundade et
al., 2015). This suggests that teachers who are better able to
4. Discussion and Conclusion meet deadlines and maintain consistency in their duties
perform better in their instructional roles.
This study investigated the time management styles and
Teachers' ability to control interruptions was also found
work performance of public secondary school teachers in
to correlate with work performance. Teachers who reported
San Marcelino District, focusing on how their ability to
higher control over distractions, such as limiting time spent
manage time affects their professional effectiveness. The
on non-productive activities, demonstrated better
results highlight key areas such as keeping commitments,
performance in community linkages and professional
controlling interruptions, planning, resource utilization, and
engagement. Göksoy (2015) similarly highlighted the role of
balancing lifestyle, all of which are crucial components of
time management in controlling distractions, emphasizing
time management. The relationship between these factors
that educational inspectors viewed this as a critical
and work performance was explored, revealing significant

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 Ayban Jaballa et al. International Journal of Education and Cognitive Sciences 5:4 (2024) 30-42

component of teachers’ professional success (Göksoy, and continuous improvement practices can significantly
2015). This finding suggests that effective management of influence how time is managed within an educational
distractions allows teachers to allocate more time to institution (Alfian et al., 2022). Senior teachers or those in
meaningful engagement with students, parents, and the leadership roles may have more experience or resources to
broader educational community. manage their time effectively, leading to better performance
The results also emphasize the critical role of planning in outcomes.
time management. Teachers who planned effectively, In terms of the relationship between time management
regularly assessing their teaching strategies and organizing and work performance, the findings reveal that teachers'
their lessons, were found to perform better across multiple ability to manage time in areas such as resource utilization
dimensions, including curriculum delivery and student and lifestyle balance had the most significant impact on their
assessment. This is consistent with the findings of overall job performance. This finding aligns with the
Akinfolarin (2016), who noted that effective resource research of Ziekye (2016), who found that time management
management, including planning, is crucial for capacity practices are directly correlated with organizational
development in educational institutions (Akinfolarin, 2016). effectiveness (Ziekye, 2016). Teachers who are better able
Teachers who allocate time for thorough lesson preparation to manage their time are more likely to meet the demands of
and assessment practices are better positioned to meet their job, thus contributing to the overall effectiveness of
educational objectives, thereby improving student outcomes. their institutions.
The study’s findings on resource utilization reveal that Overall, this study supports the notion that time
teachers who are adept at using instructional resources management is a multifaceted skill that significantly
perform better in their instructional duties. These teachers influences teachers' work performance. Whether it is
demonstrated a higher capacity for engaging students with through keeping commitments, controlling interruptions, or
diverse materials, which supports the notion that proper time balancing their personal and professional lives, teachers who
management in resource selection enhances teaching manage their time effectively tend to be more successful in
efficacy. This aligns with Bevan and Kipka’s (2012) work, their roles. These findings align with existing literature on
which argues that experiential learning and proper resource time management and work performance, reinforcing the
utilization in management education promote deeper student idea that effective time management is critical for both
engagement (Bevan & Kipka, 2012). The ability to use individual and institutional success.
resources strategically allows teachers to foster an enriched While this study provides valuable insights into the time
learning environment, contributing to both student and management styles and work performance of secondary
teacher success. school teachers, there are several limitations that must be
Balancing lifestyle was another significant factor acknowledged. First, the study relied on self-reported data,
influencing teachers' work performance. The study revealed which may be subject to bias, as respondents may have
that teachers who effectively manage their personal and overestimated their time management abilities or work
professional lives tend to perform better in areas such as performance. Second, the study was conducted in a specific
pedagogy and content knowledge. Sahito and Väisänen district, limiting the generalizability of the findings to other
(2017) highlighted the importance of work-life balance for contexts or regions. Finally, the study did not account for
teachers, showing that those who maintain this balance external factors that may have influenced teachers' time
experience higher job satisfaction and are more motivated to management practices, such as institutional policies,
perform well (Sahito & Väisänen, 2017). In this study, workload, or access to resources, which could have provided
teachers who prioritized health, family time, and personal a more comprehensive understanding of the issue.
well-being were more effective in their teaching roles, Future research could address these limitations by
suggesting that personal well-being is integral to incorporating a more diverse sample from multiple districts
professional success. or regions to enhance the generalizability of the findings.
Interestingly, the results showed some demographic Additionally, using more objective measures of time
differences in time management styles, with teachers’ management, such as direct observation or performance
positions within the educational hierarchy influencing their tracking systems, could provide a more accurate assessment
ability to keep commitments and plan effectively. This is in of teachers' time management practices. Future studies could
line with Alfian et al. (2022), who found that leadership style also explore the impact of specific institutional policies on

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 Ayban Jaballa et al. International Journal of Education and Cognitive Sciences 5:4 (2024) 30-42

time management, such as workload distribution, access to In this study, to observe ethical considerations,
resources, and support for professional development, to participants were informed about the goals and importance
better understand the external factors that influence teachers' of the research before the start of the interview and
time management and performance. Longitudinal studies participated in the research with informed consent.
that track changes in time management and performance
over time would also provide valuable insights into how References
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