Exploring Professional Commitment through Time Management Skills and Work Values in Private Higher Education Institutions in Pagadian City, Philippines

Abstract

Introduction: Time management skills and work values are critical factors influencing professional commitment and job performance among educational leaders and instructors. Understanding the relationship between these variables can provide insights into enhancing productivity and fostering a positive educational environment.

Objectives: This study aims to investigate the differences in time management skills and work values between deans and college instructors in private higher education institutions (PHEIs) of Pagadian City, Philippines. Additionally, it examines the correlation between these variables.

Methods: The study employs a descriptive-survey research design with comparative analysis and correlation analysis subcomponents. Participants included 54 deans and 134 college instructors, selected through stratified random sampling for instructors and total enumeration for deans. Data were collected using validated researcher-made questionnaires with high reliability (Cronbach’s alpha of 0.93 for time management skills and 0.91 for work values). The questionnaires were distributed face-to-face, and the collected data were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation coefficients.

Results: The findings reveal minimal differences in time management skills and work values between deans and college instructors, with both groups exhibiting high proficiency in these areas. The t-tests showed no statistically significant differences in time management skills and work productivity enhancement between the two groups. The correlation analysis indicated a significant positive relationship (r = 0.68, p < 0.05) between time management skills and work values.

Conclusions: The study underscores the importance of fostering both time management skills and work values to enhance professional commitment and job performance. The close alignment in these areas suggests that targeted professional development programs can support both deans and college instructors, contributing to a more effective and cohesive educational environment. Future research should explore the underlying factors contributing to these minor differences and examine their long-term effects on educational outcomes.