TIME MANAGEMENT STRATEGIES AND WORK PERFORMANCE OF TEACHERS IN A SELECTED JUNIOR secondary school IN THE METROPOLITAN AREA OF BENIN
This study examines the time management practices and job performance of teachers at a select junior high school in Benin City. The study will evaluate the following aims: To determine whether personal time management affects teacher job performance in selected secondary schools in Benin city; to determine whether school administration time management affects teacher job performance in selected secondary schools in Benin city; to determine whether time management strategies affect teacher job performance in selected secondary schools in Benin city; and to determine whether time management strategies affect teacher job performance in selected secondary schools in Benin city. The study employs straightforward percentage analysis
Context of the study
Time is the most valuable commodity in the world. Time is the second name of care and treatment, which fixes and settles the difficult and insurmountable problems and matters of the world's people and nations. The nations that paid attention to the passage of time and crafted their policies and plans in accordance with the needs and requirements of their people and the competition of nations on a global scale became developed nations and also acquired, preserved, popularized, and forged a strong identity among the nations of the world. Because increasing responsibilities at the business and at home make it impossible to replace lost time. People are attempting to do things faster to reduce time spending, such as eating faster, sleeping less, and making phone calls while eating lunch and working (Garhammer, 2002)
Time management (TM) is an essential component of school administration. Time management is the skill of organizing, scheduling, and budgeting one's time to accomplish goals (Mohanty, 2003). Management of time is a global phenomenon. It is a procedure including the identification of needs and the ranking of tasks. It is extremely tough to handle and control. Most individuals believe that time cannot be controlled on its own. Time is not a physical object that can be easily controlled; rather, a person must go with its flow. The need for more leisure time has developed over the past four to five decades. According to green and Skinner (2005), there is a significant discrepancy between individual estimates of time utilization and actual output.
It is universally understood that time management is more crucial for teachers than for any other profession, as they control the fate of future generations. According to Horng (2010) and Master (2013), time management is a crucial aspect of teacher effectiveness and school outcomes. Planning and scheduling are two crucial components of time management. According to Cheng, Mahlke, Warter, Anik, and Hwu (1994), the administration and time management concerns of principals are strongly related to school performance. According to Ritchie (2002), school improvement necessitates that principals pay specific attention to time management.
Teachers have a crucial role in the achievement of educational and national goals. Teachers are responsible for high educational standards, the transfer of norms and national values to their students through teaching and serving as role models. Time is a very valuable commodity in the world, and time management is essential for doing so much. Time management is essential to the success of any organization, especially educational institutions. Principal issues of time management can be categorized under three headings: those pertaining to the nature of the job, the employee's personality and attributes, and those who comprise the employee's role set. Learning how to successfully manage time is a crucial skill necessary for everyone's success in life. Time management is a crucial aspect of school organization; it is the art of organizing, scheduling, and budgeting one's time to accomplish goals. The Mohanty (2003).
The results of a teacher who pays close attention to their duties are always superior. Better time management will increase the worker's efficiency and allow them to operate in more intelligent ways (Green & Skinner, 2005). Similarly, Jamal (1984) found that efficient time management decreases job stress and improves teacher job performance. Claessens (2004) stated that improved time management gives the individual more control over his time, which reduces work anxiety and improves job performance. It may be demonstrated that effective time management is a strong predictor of other aspects linked with job performance. All professionals with effective time management exhibited less emotional tiredness and less job-related fatigue. Those who participated in time management training also exhibited a greater work-life balance (Green &Skinner, 2005). The researcher wishes to evaluate the time management tactics and job performance of instructors at a selected junior secondary school in Benin's capital.
EXPRESSION OF THE problem
Teachers have a crucial role in the achievement of educational and national goals. They are accountable for maintaining good standards in school, thus it is crucial that they are well-informed and equipped in all parts of their lives. Time Management is consequently the teacher's instrument for achieving organizational and individual objectives with optimum efficiency and productivity. As the efficacy of any organization or activity is dependent on time consumption, teacher performance can be attained through intentional time management. However, a substantial percentage of teachers and school administrators have not fulfilled the desired job performance level due to poor time management abilities.
PURPOSE OF THE STUDY
The study's aims are as follows:
Determine whether teachers' personal time management affects their job performance in a sample of secondary schools in Benin city.
Determine if school administration time management influences teacher job performance in a sample of secondary schools in Benin city.
To determine the impact of time management practices on teachers' work performance in a sample of secondary schools in the city of Benin.
Determine whether time management tactics affect student academic achievement
Does personal time management influence the performance of teachers at a chosen secondary school in the city of Benin?
Does school administration time management influence the job performance of teachers in several secondary schools in the city of Benin?
Are there any effects of time management tactics on the job performance of secondary school teachers in Benin?
Do time management tactics affect students' academic performance?
THE IMPORTANCE OF THE STUDY
Students, the education ministry, and policymakers will find this study to be of great use. The research will provide light on instructors' time management practices and job performance. The study will provide specifics on time management techniques and tactics. The paper will also serve as a resource for future researchers investigating comparable topics.
SCOPE AND BOUNDS OF THE STUDY
The scope of this study encompasses the time management methods and job performance of teachers in a selected junior secondary school in the metropolitan area of Benin. The researcher is constrained by the following factors, which limit the scope of the study:
AVAILABILITY OF RESEARCH MATERIAL The researcher's access to insufficient research materials limits the scope of the investigation.
The time allotted for the study does not allow for a broader scope because the researcher must combine it with other academic activities and exams.
Financial limitation – Inadequate funds tend to impede the researcher's efficiency in locating relevant resources, literature, or information and in collecting data (internet, questionnaire and interview).
DEFINITION OF TERMS
Time management is the practice of planning and exercising deliberate control over time spent on certain activities, particularly with the purpose of increasing effectiveness, efficiency, and productivity.
JOB PERFORMANCE: Job performance is a means to achieve a goal or set of goals inside a job, role, or organization (Campbell, 1990), but not the actual results of the actions completed within a job.
TEACHER: A teacher is a person who helps people to learn. A teacher works frequently in a classroom. There are numerous types of educators. Some teachers teach young children in kindergarten or primary schools. Others instruct adolescents in middle school, junior high, and high school.
TIME MANAGEMENT STRATEGIES AND WORK PERFORMANCE OF TEACHERS IN A SELECTED JUNIOR SECONDARY SCHOOL IN THE METROPOLITAN AREA OF BENIN