Time Management Strategies and Job Performance of Teachers in Selected Junior Secondary School in Benin Metropolis
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain whether personal time management affect teacher’s job performance in some selected secondary school in Benin metropolis
- To ascertain whether school administration time management affect teacher’s job performance in some selected secondary school in Benin metropolis
- To find out the effects of time management strategies on teacher’s job performance in some selected secondary school in Benin metropolis
- To ascertain whether time management strategies affect academic performance of student.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
TIME MANAGEMENT
The practice of time management dates back to the days of the Industrial Revolution of Europe. Prior to the industrial revolution, most people led simple one-dimensional lives as small-scale farmers, artisans etc. (Adebisi, 2013). The concept of time management at this time depended on weathers, seasons, daylight etc., For example, daylight hours determined work hour. The sun and the moon determined time keeping and time management. Adebisi (2013) argued further that the industrial revolution, however, popularized the use of machines in factories and electricity rendering the concept of daylight hour insignificant. The invention of mechanical clocks further made it possible to manage time more effectively. This development was further strengthened as a result of the shift from agrarian to industrial economies, and the popularization of the views of scholars and popular politicians such as Isaac Newton and Thomas Jefferson. Benjamin Franklin’s statements ‘Time is Money’ and ‘time is the stuff of which life is made’ no doubt inspired people to take time more seriously. The Scientific Management Theory as popularized by F.W. Taylor further established the practice of time management. Taylor opined that the cause of inefficiency was due to workers tendencies to work slowly and lack of incentives to work fast. He therefore advocated for the establishment of specific work targets and payment of workers for the tasks and goals met. This mandated better usage of time and became the basis for modern time management approaches (Nayab, 2011). Stephen (1994) in his popular book, ‘First Things First’ identified four generations of time management approaches that are in use since World War II: (i) first generation: the use of traditional and rudimentary approach based on clock-based reminders and alerts; (ii) second generation: the use of planning and preparation of work schedules and events, including setting time-based goals; (iii) third generation: prioritization of various tasks and events, and controlling tasks using schedulers; and (iv) fourth generation: the fourth generation of time management approach is the contemporary approach.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to examine time management strategies and job performance of teachers in selected junior secondary school in Benin Metropolis.
Sources of data collection
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in gathering information relevant to time management strategies and job performance of teachers in selected junior secondary school in Benin Metropolis. Two hundred (200) staff of selected secondary schools in Benin Metropolis was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF DATA
One hundred and sixty (160) questionnaires were distributed and one hundred and thirty-three (133) were returned. This figure was the sample size. Out of the one hundred and thirty-three, only one hundred and twenty (120) were properly responded to. As a result, the researcher used one hundred and twenty for this study when more than 50% of the respondents agree to the questions, the answer is taken as valid for the purpose of this study. In analyzing the data, the approach that will be adopted is to find out the percentage and positive and negative answers to the question posed.
Source: Field Survey, 2019
In table 1, 160 questionnaires were administered, but only 120 were returned fully responded to this were used for the researcher.
Table II: 1. Does personal time management affect teacher’s job performance in some selected secondary school in Benin metropolis?
Source: Field Survey, 2019
In table II above 66.7% representing 80 respondents asserted that personal time management affect teacher’s job performance in some selected secondary school in Benin metropolis while 33.3% representing 40 respondents said personal time management do not affect teacher’s job performance in some selected secondary school in Benin metropolis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on time management strategies and job performance of teachers in selected junior secondary school in Benin metropolis. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of time management and job performance of teachers
Summary
This study was on time management strategies and job performance of teachers in selected junior secondary school in Benin metropolis. Four objectives were raised which included: To ascertain whether personal time management affect teacher’s job performance in some selected secondary school in Benin metropolis, to ascertain whether school administration time management affect teacher’s job performance in some selected secondary school in Benin metropolis, to find out the effects of time management strategies on teacher’s job performance in some selected secondary school in Benin metropolis and to ascertain whether time management strategies affect academic performance of student. In line with these objectives, four research questions were asked and answered. The total population for the study is 200 staff of selected secondary schools in Benin Metropolis. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, teaching staff and non-teaching staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
On this study, time management strategies and job performance of teachers. It was found that by enhancing the engaged time technique, the class performance of teachers is also enhanced. Moreover, setting goals technique and prioritization of time management strategies did not significantly contribute in performance of teachers. It is also observed that, there is a significant difference of time management strategies of female teachers and male teachers. It was found that there is relatively high relationship between teacher’s lesson planning strategies and their class performance. This study also demonstrated that management of available time is directly related to their class performance. Hence, the teachers, that have better ability to manage available time for their all necessary class activities, showed better class performances. The present study elaborated that there is a direct relationship between experience teachers’ time management strategies and their class performance. This study also depicted that the time management strategies of female and male teachers with respect to their professional experience was also different.
Recommendation
Time management strategies may be taught at teacher training courses. Moreover, time management strategies may be the part of pre-service teacher education programmes. As lesson planning also has positive relationship with performance of teachers so this section of training may also be enhanced.
Teachers should prioritize their duties daily or implement a time plan for their activities to enhance better performance at work and home
References
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