Time Management Challenges and Work Productivity Enhancement: Insights from School Heads and Teachers in Pagadian City

Abstract

Introduction: The study explores the perceptions of school heads and teachers regarding time management challenges and work productivity enhancement. Understanding these perceptions is crucial for developing effective professional development programs and support strategies in educational settings.

Objectives: The primary objectives of the study are to compare the self-assessed time management and productivity skills of school heads and teachers, identify significant differences between the two groups, and examine the correlation between time management challenges and work productivity enhancement.

Methods: The study involved 41 school heads and 184 teachers. Data were collected through surveys measuring various aspects of time management and productivity. Statistical analyses, including t-tests and correlation analysis, were conducted to identify significant differences and relationships between the variables.

Results: School heads consistently rated themselves higher across most variables compared to teachers, indicating greater confidence in their abilities. The t-test for time management challenges showed no significant difference between the two groups, while the t-test for work productivity enhancement revealed a significant difference, with school heads rating themselves higher. The correlation analysis indicated a negative relationship between time management challenges and work productivity enhancement, suggesting that increased time management challenges are associated with decreased productivity.

Conclusions: The findings highlight the need for targeted professional development programs to help teachers improve their skills in goal setting, resource utilization, and leadership. Both school heads and teachers would benefit from training in effective time management strategies. Continuous support and access to resources are essential for enhancing productivity. By addressing these needs, educational institutions can foster a more effective and productive environment for both school heads and teachers, leading to better overall performance and outcomes.