Teaching Method (Qualitative)

CAMP TINIO NATIONAL HIGH SCHOOL
CHAPTER I
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
Time is precious and important which never waits for any
one. Time is the second name of care and cure that solves as
well as resolves the difficult and impossible problems and
matters of the people and the nations of the world. Wasted
time cannot be replace that is why people gives it importance
especially in work.
Time management means the maximum use of time for the
productivity and achievement. It concerns with the management
of schedules of work with advanced planning, organizing and
implementation in order to achieve the aims and objectives of
their work and the organizations. Time management concerns
with the discovery and the application of the most efficient
methods of completing assignments of any length with in the
required time with quality but do not waste the time. It is
human nature to waste time according to their interests and
easiness in order to deviate from the work and responsibility
in any organization. On the other side some people have good

time management skills to develop their habits to achieve
success in life. But others have developed poor habits related
to time which are not proclaimed or admitted by the people as
weaknesses. (Sahito, 2016)
Dependency on time, which is a matter of all
institutions, is statutory for schools. They are required to
carry out their daily activities within a certain timeframe.
The academic calendar, public and summer holidays, the class
hours, break times, the winter break, etc. are all determined
beforehand. Therefore, managers, teachers, as well as
students work under an intensive pressure of time and face
versatile problems about being late for school or class,
preparing the syllabus, preparing for lessons, tasks to
handle, organizing the start and end times of evening classes
for schools providing such programs, and complaints from
parents about scheduling, shortening the break times, as well
as many others (Karslı, 2004).
Educational time may differ from school to school and
from teacher to teacher. The teachers’ views about time may
also show differences with respect to the time they spend on
various subjects as well as the time they spend on education

(Köktaş and Köktaş, 2007). Effective time management in
school settings depends on being well-planned as in all fields
of life. Since it is not possible to bring elapsed time back,
teachers should organize their priorities based on a schedule
if they want to use and manage their time efficiently (Durukan
and Öztürk, 2004).
According to Aydın (2000) education can be described as
“changing the focus of students and, for that purpose,
maintaining their psychological and physical energy for the
classes”.
Through the effective and efficient use of time,
teachers may teach their students fully and can finish their
works in the school early in a limited time.
Researchers came up with the study which focused to the
effects of time management skills of teachers to their
students’ academic performance.
Review of Related Literature
In this part, related studies and literatures about time
management skills of teachers and how it affects to the
academic performance of the students are presented that will

help in depth understanding about the topic of study of the
researchers.
Related Studies
The study of Kayode & Ayodele (2015) reveals the impact
of teacher time management is directly proportioned with the
performance of students, teachers of public primary schools
do planning actively and intelligently then they may be able
in future to produce more intelligent minds for the future
development of the nation. The significant relationship
between teachers’ time management and students’ academic
performance was found. The level of teachers’ time management
and academic performance was moderate, that’s why it was
recommended that teachers should improve their time
management skills through consciousness about controlling
their time.
According to the study of Topal and Ozsezer (2016) the
most effective time management skills used by the teachers
are entering the classroom well prepared, grabbing attention
at the beginning of the lesson, observing the students’
progress and giving feedback to the students, educational

tasks (giving and checking homework) and managerial tasks
(attendance and classroom notebook) were especially
emphasized. It was revealed that the participants of the study
were aware of the supposed time management tasks in their
classrooms. “Keeping the flow of activities”, “reducing the
time of conveying”, and “increasing the average time used
efficiently” with respect to time management in the
classroom. In-service training programs about “teaching
methods and techniques” as well as “establishing rules and
procedures” should be employed for teachers in primary
schools to improve and diversify these skills.
A study of Green & Skinner (2005) conclude that trainings
can bring positive change in the attitude and behavior of
teachers to maintain and manage their time skills, as the
training programs on time management and outcomes with
respect to the effectiveness of time management training were
found effective and after their continuous evaluation it was
also found that the participants were remained engage in time
management behaviors more frequently after attending training
program.
Related Literature
For Celik (2002), the main task expected from teachers
in the classroom is managing the time for education. When
educational time is managed appropriately, it positively
influences the teaching management and the classroom
coordination. While managing the educational time, teachers
have to finish the lesson as planned as well as to save time
required for the students to learn. The literature shows that
there is a significant relation between managing the
educational time and the students’ success.
Using educational time efficiently helps students with
their academic, social and daily life, encourages them to
improve their talents, and provides an opportunity for the
needs of the educational setting and the students. Giving
more time and using efficiently students will learn and
develop their gifts (Nelson, 2001).
According to Weinstein and Mignano (1993), time saved
for education should be reserved and used very carefully. The
reason is that the more carefully time is used; the more
opportunities arise for students to learn. The time reserved

for learning and the amount of learning is directly
proportional.
Statement of the Problem
This qualitative study aimed to determine various time
management skills used by the teachers at Camp Tinio National
High School. The study was an attempt to answer the following
questions:
1. What are the perception of teachers about time
management to fulfill their duties and responsibilities
in their profession inside the classroom?
2. How teachers manage their time to teach their students
efficiently and effectively?
Objective of the Study
The purpose of this qualitative study was to determine
the various skills used by the teachers at Camp Tinio National
High School in managing their time inside the classroom. The
aim of this study was to help teachers to improve their skills
in managing their time and help to consider help .

Significance of the Study
This study will be beneficial to the following:
Teachers- The result of this study will benefit the teachers
especially for those having a hard time in managing their
time to teach High School students. Also for them to be aware
that there are ways that they can use, to make them manage
their time in order to teach students easier in a short period
of time.
Academe- This study will serve as a reference or secondary
data for the future study. It can also be a guide on
constructing ideas and making their own study that is related
in the topic of this study.
Administrator- The result of this study will serves as
promotion to its teacher to develop their teaching skills
through an organized time management in their class.
Students- This study will benefit the students to have
awareness in the effects of time management of their teachers
and to understand of this on how it may affect to their
academic performance.
Scope and Delimitation
The purpose of this qualitative study was to determine
the various skills used by the teachers at Camp Tinio National
High School in managing their time inside the classroom.
The study will not include the teachers’ routine outside
the school; the researchers will just determine the time
management skills of teachers inside the school.
The researchers limited the study to 18 teachers in
Senior and Junior High School at Camp Tinio National High
School. Each of the respondents was given a survey form to
answer.
The researcher used the purposive sampling, so in terms
to the response of the respondents, the study might get a
better results but the researcher was bias in picking a
respondent.
In this research, there are only 18 teachers that the
researcher purposely picked. In this research the sample size
is too small, so it will be difficult to find significant
relationships from the data but since the research design was
qualitative the sample size will be less relevant.

10
Conceptual Framework
The aim of the study was to determine the various time
management skills used by the teachers to fulfill their duties
and responsibilities in their profession inside the
classroom. The researcher make a concept in order to finish
the study properly and organized.
First, for Pre-research Preparation the researchers must
choose a certain topic to discuss and to study after choosing,
the researcher will proceed to gather information this will
help for structuring introductory part of the study. After
doing the introduction, the researcher must search for
related literature and before writing it; the researcher must
read and understand it first.
Second, for the Research the researchers should provide
a questionnaire for the survey that will surely answer the
research problem. And then conduct a survey.
Lastly, for the withdrawal from research field the
researchers will go to analyze and organize the data that has
been collected and from it, write the result, conclusion and
recommendation.
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• Choose a certain topic

• Gather background information about the topic
• Search for related literature
• Read and understand related literature
• Write the related literature
• Create a question for a survey

• Conduct a survey
• Analyze the collected data and organize it

• Writing research result, conclusion and
recomendation.
Figure 1
Research Paradigm
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Definition of Terms (Operational Definition)
The following terms were defined to help in understanding the
study.
Time Management- it is a process used to maximize the use of
time for the productivity and achievement.
Hectic- it is where someone have so many things need to be
done in his/her schedule in just a limited time
Lesson plan- it is a material used by the teachers to know
how much time need to be discussed in a certain period. It
has all the activities, homework, and quiz that must be done
by the students.
Perception- it is the ability to see, hear, or become aware
of something through the senses.

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CHAPTER II
METHODS
This chapter deals with the research design, population
and sampling, instrumentation, data gathering procedure, and
Data analysis.
Research Design
The study used descriptive method type of research.
Descriptive method describe the characteristic of a
population or phenomenon being studied. It involves some type
of comparison or contrast and attempts to discover
relationship between existing and non-manipulative variables
The researcher used the qualitative research design to
collect data from the respondents. The study aimed to
determine the various time management skills used by the
teachers to fulfill their duties and responsibilities in

14
their profession and how it affects the students’ academic
performance. Qualitative model used to gain an understanding
of underlying reasons, opinions, and motivations in this
study.
The qualitative style is utilized to make a descriptive
detail of the data gathered. It is a purposive process of
gathering, analyzing, classifying and tabulating information
about prevailing conditions, beliefs, processes, trends,
cause-effect relationships and then making adequate and
accurate and interpretations about such data with the aid of
statistical method. It needs smaller but focused samples in
which data are categorized into patterns that are used as
primary basis for organizing and reporting results.
Qualitative research involves the examination, analysis
and interpretation of observations for the purpose of
discovering underlying meanings and patterns
of relationships, including classifications of types of
phenomena and entities, in a manner that does not involve
mathematical models (Krathwohl, 2009)
According to Polit and Hunger (1995), describe
qualitative research as holistic, as it is concerned with

15
people in their immediate environment. In the discussion on
the nature of qualitative research Holloway and Wheeler
(1996), state that “qualitative research is based on the
beliefs that knowledge is socially constructs”. In using this
framework, the researcher accepts that both she and the
participants have their own values and realities, resulting
in a multitude of realities.
Population and Sampling
The researcher used the purposive sampling, also known
as judgmental sampling, a type of non-probability sampling
technique. It is a sampling, where it focuses on particular
characteristics of a population that are of interest, which
will best enable to answer the research questions. The
researcher purposely picked 18 teachers, as the respondents
of this research. Researcher believes that the respondents
were chosen has the traits and characteristics that would
help in the study.
Instrumentation
16
In gathering the data relevant to the study, the
researcher used structured questionnaire as a survey
instrument to elicit the pertinent information from the
principal respondents.
The questionnaire is the most important instrument used
in the study. It is the major tool used by the researcher in
gathering the significant data from the respondents. The
instrument was designed in a simple and clear manner. The
questionnaire was divided into two parts. Part I contained
the profile information on the respondents’ gender and the
grade level of their advisory. Part II is where the research
questions are presented. The questions tackled how teachers’
time management skills used to teach their students
effectively and efficiently they given a choice on a four
point scale of Always (1), Very Often (2), Sometimes (3) and
never (4). Participant can answer by putting a check in the
boxes corresponds to the sentence.
The instrument is an electronic sample of research based
from the readings cited in Chapter II. The researcher
submitted the first draft of the questionnaire to the adviser
for comments and suggestions and the researchers’ adviser try

17
to answer the questionnaire to ensure the items would be
relevant to the study.
The survey form were refer to the researchers’ adviser
for connection or modification. The results of the revision
served as the basis for its improvement and refinement said
instruments were assessed in terms of its construction,
organization, structure and purpose.
After checking the survey form, the researcher made a
letter to the participants and letter to the Principal to
make this study valid and to be freely conduct a survey at
Camp Tinio National High School. Eighteen (18) copies of the
questionnaires was initially produced for the target number
of respondents.
Data Gathering Procedure
In the survey form of this research, common time
management skills which were proposed by recent studies were
listed and teachers were asked to indicate their mostly done

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among the listed time management skills used to teach their
students in a limited time.
In the survey form, participant can answer by putting a
check in the boxes corresponds to the sentence rated as 1 =
ALWAYS 2 = VERY OFTEN 3 = SOMETIMES 4 = NEVER answering the
question “How teachers manage their time to teach their
students efficiently and effectively?” and “what are the time
management skills of teachers and how it affects the students’
academic performance?”
The researcher briefly explain to the respondents the
goals and objectives and the relevance of the process being
conducted. To enable the researcher to gather the most
reliable result and answer from the respondents, interviews
were also be resorted and questions from the respondents was
entertained. The survey was conducted at each faculty of the
respondent where the place is quieter than other place in
school.
With regard to the teachers who were very busy, the
researcher allow the questionnaires to be taken home for
further study and evaluation by the respondents. They were
given ample time to reflect on the answers but caveat will be

19
given to them that they should not fabricate or tailored fit
their answers.
Opinions and suggestions was allowed and incorporated on
the analysis of the study. But these kind of answers from the
respondents were utilized only in assessing the correctness
of the answers given in the questionnaires and will be weighed
in making the appropriate recommendations.
Before living the form to the participants, the
researcher makes sure that the instructions have clearly
understood by them.
Data Analysis
After collating all the data, the researcher
made an in-depth analysis and interpretation of the data
using the Frequency and Percentage distribution, was used to
determine the frequencies of the respondent responses using
the formula:
P = f/n x 100
It is where:
P = percentage of the distribution
f = frequency of an item or response

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n = total number of respondents
CHAPTER III
PRESENTATION AND INTERPRETATION OF RESULTS
This chapter shows the discussions and results of data
gathered from the conducted survey with the interpretation.
The data were presented in tabular and textual form. This
study is divided into three (3) sections under the following
subheadings:
 Presentation of Data
 Biographic Profile of Participants
 Analysis of Data and Results
Presentation of Data
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In every secondary school there are variety of time
management skills that the teacher used. This study has an
attempt to determine the various time management skills used
by the teachers that could affect to the students’ academic
performance. The researcher believes that impact of teacher
time management is directly proportioned with the performance
of students, if teachers do planning actively and
intelligently then they may be able in future to produce more
intelligent minds for the future development of the nation.
The overall participants of the study were 18 teachers from
Camp Tinio National High School.
In this part, the data were collected are shown with
data collection procedure used in this study, survey form.
The data were presented in tabular and textual form. This
includes the tally of the survey from all the respondents.
Biographic Profile of Participants
Participants were requested to provide biographic data.
Table 1 depicts the biographical profile of the teachers at

22
Camp Tinio National High School who participated in this
research.
Figure 2
Distribution of Respondents per Grade Level
2.5
2
2 2 2 2 2 2
Number of Respondents
1.5
1
1 1 1 1 1 1
0.5
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Male Female
23
In this study there are a total of 18 respondents who
were participated in this study. The researcher picked 3
respondents per grade level, 2 Female and 1 Male.
Out of 18 teachers in Camp Tinio National High School who
agreed to participate in the study, 6 or 33.33% represents
Male and 12 or 66.67% represents Female
Figure 3
Statement 1: Readiness to take class
0%
0%
STATEMENT 1
16.67%
83.33%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Statement 1
4=Never 0%
3=Sometimes 0%
2=Very Often 16.67%
1=Always 83.33%
4=Never 3=Sometimes 2=Very Often 1=Always
The figure above shows that there are 83.33% of
respondents believes that they are always ready to take class.

24
On the other hand, there are 16.67% answered sometimes. And
no one answered both sometimes and never.
Figure 4
Statement 2: Advance preparation for class schedules
0%
0%
STATEMENT 2
27.78%
72.22%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Statement 2
4=Never 0%
3=Sometimes 0%
2=Very Often 27.78%
1=Always 72.22%
Figure 4 shows that respondents are always advance in
preparation for their class schedules with percentage of
72.22. While other respondents states that they are very often
advance in preparation for their class schedules with

25
percentage of 27.78. And there’s no respondents answered
sometimes and never.
Figure 5
Statement 3: Advance preparation of lesson plans
0%
0%
STATEMENT 5
38.89%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Statement 5
4=Never 0%
3=Sometimes 0%
2=Very Often 38.89%
1=Always 61.11%
The data above shows, 61.11% answered always in advance
preparation of their lesson plan. While 38.89 answered very
often in advance preparation of their lesson plan. Again, no
one answered both sometimes and never.

26
Figure 6
Statement 4: Planning and designing of activities
0%
0%
STATEMENT 4
27.78%
72.22%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Statement 4
4=Never 0%
3=Sometimes 0%
2=Very Often 27.78%
1=Always 72.22%
As you can see in the figure above, there are 72.22% of
respondents answered always in planning and designing of
activities. On the other hand, there are 27.78% of respondents

27
answered very often in planning and designing of activities.
And no one answered both sometimes and never.
Figure 7
Statement 5: Planning and usage of aids
0%
0%
STATEMENT 5
38.89%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Statement 5
4=Never 0%
3=Sometimes 0%
2=Very Often 38.89%
1=Always 61.11%
Figure 7 shows that there are 61.11% of respondents
answered always in planning and usage of aids Also, there are

28
38.89% of respondents answered very often in planning and
usage of aids. And no one answered both sometimes and never
Figure 8
Statement 6: Acquiring students participation in class
0%
0%
STATEMENT 6
38.89%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Statement 6
4=Never 0%
3=Sometimes 0%
2=Very Often 38.89%
1=Always 61.11%
The data above shows that 61.11% of respondents answered
always in acquiring students participation in class. On the

29
other hand, 38.89% of respondents answered very often and no
one answered both sometimes and never
Figure 8
Statement 7: Review and repetition of lessons and topics
0%
11.11%
STATEMENT 7
22.22%
66.67%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%
Statement 7
4=Never 0%
3=Sometimes 11.11%
2=Very Often 22.22%
1=Always 66.67%

30
The figure above shows that 66.67% of respondents
answered always in reviewing and repeating lessons and
topics. Also, 22.22% of respondents answered very often.
Another, 11.11% of respondents answered sometimes. And no one
answered never
Figure 9
Statement 8: Preparation before class
0%
0%
STATEMENT 8
22.22%
77.78%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Statement 8
4=Never 0%
3=Sometimes 0%
2=Very Often 22.22%
1=Always 77.78%

31
Figure 9 shows that in preparing before class starts,
77.78% of respondents answered always. While 22.22% of
respondents answered very often. Again, no one answered both
sometimes and never.
Figure 10
Statement 9: Taking care of managerial work while students
are busy with activities
0%
16.67%
STATEMENT 9
38.89%
44.44%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00%
Statement 9
4=Never 0%
3=Sometimes 16.67%
2=Very Often 38.89%
1=Always 44.44%

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The figure above shows that 44.44%% of respondents
answered always when it comes to taking care of managerial
work while students are busy with activities Also, 38.89% of
respondents answered very often. Another, 16.67% of
respondents answered sometimes and no one answered never.
Figure 11
Statement 10: Giving extra activities for students finishing
the tasks early
5.56%
16.67%
STATEMENT 10
38.89%
38.89%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%
Statement 10
4=Never 5.56%
3=Sometimes 16.67%
2=Very Often 38.89%
1=Always 38.89%

33
The data above shows that in giving extra activities for
students finishing the tasks early, there are 38.89% of
respondents answered both always and very often. While,
16.67% of respondents answered sometimes. And also, 5.56% of
respondents answered never.
Figure 12
Statement 11: Checking homework by peer-review
5.56%
11.11%
STATEMENT 11
61.11%
22.22%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Statement 11
4=Never 5.56%
3=Sometimes 11.11%
2=Very Often 61.11%
1=Always 22.22%

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Statement 11 shows that 5.56% answer 4 (never), 11.11%
answer 3 (sometimes), 61.11% answer 2 (very often) and 22.22%
answer 1 (always). With a total of 100%.
Figure 13
Statement 12: Letting one student check all
activities/homework in the class
50%
16.67%
STATEMENT 12
16.67%
16.67%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Statement 12
4=Never 50%
3=Sometimes 16.67%
2=Very Often 16.67%
1=Always 16.67%

35
Statement 12 shows that 50% of the respondents answer 4
(never) while 16.67% answer 3 (sometimes), 2 (very often) and
1 (always). With a total of 100%.
Figure 14
Statement 13: Asking who is absent while checking attendance
0%
0%
STATEMENT 13
33.33%
66.67%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Statement 13
4=Never 0%
3=Sometimes 0%
2=Very Often 33.33%
1=Always 66.67%

36
Statement 13 shows that there are 0% who answer 4 (never) and
3 (sometimes), 33.33% answer 2 (very often) and 6.67% answer
1 (always) with a total of 100%.
Figure 15
Statement 14: I do things in order of priority
0%
0%
STATEMENT 14
16.67%
83.33%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Statement 14
4=Never 0%
3=Sometimes 0%
2=Very Often 16.67%
1=Always 83.33%

37
Statement 14 shows that 0% answer 4 (never) and 3 (sometimes),
16.67% answer 2 (very often) and 83.33% answer 1 (always)
with a total of 100%.
Figure 16
Statement 15: If activities were not done in time, I make it

into homework
0%
5.56%
STATEMENT 15
61.11%
33.33%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Statement 15
4=Never 0%
3=Sometimes 5.56%
2=Very Often 61.11%
1=Always 33.33%

38
Statement 15 shows that 0% of the respondents answer 4
(never), 5.56% answer 3 (sometimes), 61.11% answer 2 (very
often) and 33.33% answer 1 (always) with a total of 100%.
Figure 17
Statement 16: I accomplish what needs to be done during the
day
0%
0%
STATEMENT 16
38.89%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Statement 16
4=Never 0%
3=Sometimes 0%
2=Very Often 38.89%
1=Always 61.11%

39
Table 16 shows that (0%) of the participants response
Never, that Teachers' I accomplish what needs ro be done
during the day, (0%) Sometimes, (38.89%) Very often while
(61.11%) Always.
Figure 18
Statement 17: I give short time to review for incoming quiz
0%
16.67%
STATEMENT 17
33.33%
50%
0% 10% 20% 30% 40% 50% 60%
Statement 17
4=Never 0%
3=Sometimes 16.67%
2=Very Often 33.33%
1=Always 50%

40
Table 17 shows that (0%) of the participants' response
Never that Teachers' I give short time to review for incoming
quiz, (16.67%) Sometimes, (33.33%) Very often while (50%)
Always.
Figure 19
Statement 18: I give time for Routinary activities (prayer,
greeting, classroom management, and checking attendance)
0%
0%
STATEMENT 18
38.89%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Statement 18
4=Never 0%
3=Sometimes 0%
2=Very Often 38.89%
1=Always 61.11%

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Never that Teachers' I give time for Routinary activities
(prayer, greeting, classroom management and checking
attendance), (0%) Sometimes, (38.89%) Very often while
(61.11%) Always.
Figure 20
Statement 19: I give time to motivate my students
0%
5.56%
STATEMENT 19
16.67%
77.78%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Statement 19
4=Never 0%
3=Sometimes 5.56%
2=Very Often 16.67%
1=Always 77.78%

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Table 19 shows that (0%) of the participants' response
Never that Teachers' I give time to motivate my students,
(5.56%) Sometimes, (16.67%) Very often while (77.78%) Always.
Figure 21
Statement 20: I give a lot of time in discussing the lessons
0%
0%
STATEMENT 20
33.33%
66.67%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Statement 20
4=Never 0%
3=Sometimes 0%
2=Very Often 33.33%
1=Always 66.67%

43
Table 20 shows that (0%)of the participants response
Never that Teachers' I give a lot of time in discussing the
lessons, (0%) Sometimes, (33.33 %) Very often while (66.67%)
Always.
Figure 22
Statement 21: Generalization of lesson after discussion
0%
5.56%
STATEMENT 21
33.33%
61.11%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Statement 21
4=Never 0%
3=Sometimes 5.56%
2=Very Often 33.33%
1=Always 61.11%

44
Never that Teachers' Generalization of lesson after
discussion, (5.56%) Sometimes, (33.33%) Very often while
(61.11%) Always.
Figure 23
Statement 22: I give time for my students to lecture the
lessons
11.11%
44.44%
STATEMENT 22
27.78%
16.67%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00%
Statement 22
4=Never 11.11%
3=Sometimes 44.44%
2=Very Often 27.78%
1=Always 16.67%

45
Table 22 shows that (11.11%) of the participants
response Never Teachers' I give time for my students to
lecture the lessons, (44.44%) Sometimes, (27.78%)Very often
while (16.67%) Always.
Figure 24
Statement 23: I still continue the class even if the time is
up
22.22%
33.33%
STATEMENT 23
22.22%
22.22%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%

Statement 23
4=Never 22.22%
3=Sometimes 33.33%
2=Very Often 22.22%
1=Always 22.22%

46
Table 23 shows that (22.22%) of the participants
response Never that Teachers' I still continue the class even
if the time is up, (33.33%) Sometimes, (22.22%)Very often
while (22.22%) Always

47
Analysis of Data and Results
Three specific questions are wanted to find answer
in this study:
1. What are the perception of teachers about time
management to fulfill their duties and responsibilities
in their profession inside the classroom?
2. How teachers manage their time to teach their students
efficiently and effectively?
3. How time management of teachers’ impact on the
students’ performance?
Discussion of Findings
Research Question One
What are the perception of teachers about time
management to fulfill their duties and responsibilities in
their profession inside the classroom? The perception of the
teachers about time management is to come and leave the room
on time and during working hours fully concentrates on the
assignments given by the school management and try to complete

48
them before or by the end of the class. But sometimes not
done in time.
Research Question Two
How teachers manage their time to teach their students
efficiently and effectively? Through wise planning, careful
designing, proper implementation and hardworking to keep
things on priority basis as the assignments can be fulfilled
and the desired results can be achieved through different
activities such as regularity and punctuality of teachers,
prepare class / lecture schedule in advance, plan the lesson
/ prepare the topic in advance for coming class, design
activities in advance to teach any topic in class, try to get
students’ active participation in classroom activities, do
review and repetition of lecture before finishing the topic
While, construction and implementation of time table in
advance, distribution of subjects on expertise basis, period
wise system (means separate period for separate subject),
each subject taught separately by different teacher, come /
stand five to ten minutes before at the front of classroom to
take period, advance planning to use audio visual aids during

49
teaching learning process, use to give time to students
individually during class, proper and separate time
allocation for counseling and guidance of students, plan,
prepare and organize co-curricular activities for students.
Research Question Three
How time management of teachers’ impact on the students’
performance? Proper time allocation and the management of
different things, works and activities such as regularity and
punctuality; advanced preparation of different schedules,
lesson plans and activities. ;acquiring students’ active
participation; review and repetition of lectures; dealing
students individually; teaching the different subjects by
subject specialists; readiness and high level of willingness
of teachers; advance planning of using multidimensional
things to teach depending on students centered teaching
learning process; separate time allocation for counseling and
guidance of students; plan, prepare and organize curricular
and co-curricular activities for students physical and
spiritual developments; dedication and commitment of
teachers; support of administration; availability of resource

50
or resource development; proper and authentic feedback system
for teachers and students impact positively on the time
management skills of teachers which is positively and
directly connected with the performance of students.

51
52
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Findings
Conclusions
On the basis of the collected data we conclude that the
Public Primary School Teachers do not aware about the good
system of planning of their lessons / lectures and they have
no environment to learn from their senior colleagues. Some
other factors also effect negatively on the performance of
the teachers, i.e. mismanagement of heads of schools,
improper time management, lack of training, etc. but on the
other side private primary school teachers do good planning
in advance due to good administrative system and accent
ability teacher. Trainings can bring positive change in the
attitude and behavior of teachers to maintain and manage their
time skills, as the training programs on time management and
outcomes with respect to the effectiveness of time management
training were found effective and after their continuous
evaluation it was also found that the participants were

53
remained engage in time management behaviors more frequently
after attending training program (Green & Skinner, 2005; King
et al., 1986; Macan, 1994; Slaven & Totterdell, 1993; Van
Eerde, 2003) and there is a positive relation between time
management training and performance (Hall & Hursch, 1982;
King et al., 1986; Orpen, 1994).
Impact of teacher time management is directly
proportioned with the performance of students, the researcher
believes that teachers of Camp Tinio National High School do
planning actively and intelligently then they may be able in
future to produce more intelligent minds for the future
development of the nation. The significant relationship
between teachers’ time management and students’ academic
performance was found. The level of teachers’ time management
and academic performance was moderate, that’s why it was
recommended that teachers should improve their time
management skills through consciousness about controlling
their time (Kayode, & Ayodele, 2015). Because teachers
complaint of lack of time to do certain things (Ekundayo,
Konwea & Yusuf, 2010). The resources that affect students’
academic performance were grossly inadequate and one of these

54
resources is time management that has significant impacts on
students’ academic performance though a little or no
investigation has been carried out (Akinwonmi, 2006). The
class size (Lindahl, 2005), teachers’ qualification (Rivkin,
Hanushek & Kain, 2005), teachers’ length of service (Demir,
2009) and teachers attitude (Adesoji, 1999) affects students’
academic performance. But effective utilization of teachers’
time management (Ayodele & Oyewole, 2012) directly impacts
students’ academic performance (Ayodele & Ige, 2012; Achibong
& Nja, 2011; Akinfolarin, 2008; Ayodele & Abiodun, 2008;
Adesola, 2005; Ahievbolaria, 2005)
Recommendations
Teachers should be given some sought of training about the
management of time.
Teachers should be insisted to plan their lessons in advance
/ before the delivering of their lesson / lecture.

55
Teachers planning should be focused and bases on the
distribution of time according the requirement of time of any
activities.
Competition and appreciation method should be used to
motivate the teachers to plan their lessons to save the time.
Teachers should keep focus on the needs, sharing the
knowledge, issues and problems, active participation of
students in different activities and confidence development
of the students.
Teachers may give assignments, for the advance learning of
the students
The administration should build more facilities, so that the
two sections sharing in one classroom have enough time to
learn more.
Facilities
56
Students
Administration
Teachers
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For Theses or Dissertation (Published):
APPENDIXES
59
60
APPENDIX B
LETTER TO THE PARTICIPANTS
Dear Participant,
This letter is ask for your permission and at the same time is informing you
that we have selected you as one of our participants in our research study. The
research will be carried out from January 8-12, 2018.
We received permission from the Head of Camp Tinio National High School
to conduct the research.
However we would like to say that participants are voluntary and free with
no rewards in any form and is free to withdrawn at any point. Also, your name and
identity will be protected that is confidentially and anonymity is guaranteed.
Thank you.
Sincerely yours,
JHERBY KYLE C. TEODORO KIM PAULINE T.TELLEZ
XENA B. GUELA CHARLENE JOY S. ANGELES

61
APPENDIX C
Name (optional): ___________________________________
Gender: ___________
“EFFECTS OF TIME MANAGEMENT SKILLS OF TEACHERS TO STUDENTS’

ACADEMIC PERFORMANCE”
INSTRUCTION: Put a check in the boxes that corresponds to the
sentence, rated as 1 = ALWAYS 2 = SOMETIMES 3 = VERY OFTEN 4
= NEVER answering the question “How teachers manage their
time to teach their students efficiently and effectively?”
and “what are the time management skills of teachers and how
it affects the students’ academic performance?”
DAILY TASKS 1 2 3 4
1 Readiness to take class
2 Advance preparation for class schedules
3 Advance preparation of lesson plans
4 Planning and designing of activities
5 Planning and usage of aids

62
6 Acquiring students participation in class
7 Review and repetition of lessons and topics
8 Preparation before class
9 Taking care of managerial work while

students are busy with activities
10 Giving extra activities for students
finishing the tasks early
11 Checking homework by peer-review
12 Letting one student check all

activities/homework in the class
13 Asking who is absent while checking
attendance
14 I do things in order of priority
15 If activities were not done in time, I make

it into homework
16 I accomplish what needs to be done during
the day
17 I give short time to review for incoming
quiz
18 I give time for Routinary activities
(prayer, greeting, classroom management,
and checking attendance)
19 I give time to motivate my students
20 I give a lot of time in discussing the

lessons
21 Generalization of lesson after discussion
22 I give time for my students to lecture the

lessons
23 I still continue the class even if the time
is up
63
APPENDIX D
64
APPENDIX E
65
APPENDIX F
66
APPENDIX G
67
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Jherby Kyle C. Teodoro
Address: Camp Tinio, Cabanatuan City
Birth Date: September 17, 2001
Birth Place: Cabanatuan City
Father’s Name: Jerico A. Teodoro
Mother’s Name: Thelma C. Teodoro
Nationality: Filipino
Civil Status: Single
EDUCATIONAL BACKGROUND
SECONDARY: CAMP TINIO NATIONAL HIGH SCHOOL
2012-2018
PRIMARY: CAMP TINIO ELEMENTARY SCHOOL
2005-2011
68
CURRICULUM VITAE
Name: Kim Pauline T. Tellez
Address: Bakod Bayan, Cabanatuan City
Birth Date: February 02, 2001
Father’s Name: Reynaldo V. Tellez
Mother’s Name: Donna T. Tellez
2012-2018
PRIMARY: BAKOD BAYAN ELEMENTARY SCHOOL
2005-2011
69
CURRICULUM VITAE
Name: Charlene Joy S. Angeles
Birth Date: August 20, 2001
Father’s Name: Francis I. Angeles
Mother’s Name: Ma. Victoria S. Angeles
2012-2018
2005-2011
70
CURRICULUM VITAE
Name: Xena B. Guela
Birth Date: August 13, 2001
Father’s Name: Ricardo E. Guela
Mother’s Name: Rosalie B. Guela
2012-2018
2005-2011
71
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CAMP TINIO NATIONAL HIGH SCHOOL

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Time is precious and important which never waits for any

well as resolves the difficult and impossible problems and

matters of the people and the nations of the world. Wasted

time cannot be replace that is why people gives it importance

Time management means the maximum use of time for the

productivity and achievement. It concerns with the management

of schedules of work with advanced planning, organizing and

implementation in order to achieve the aims and objectives of

their work and the organizations. Time management concerns

with the discovery and the application of the most efficient

methods of completing assignments of any length with in the

required time with quality but do not waste the time. It is

human nature to waste time according to their interests and

easiness in order to deviate from the work and responsibility

in any organization. On the other side some people have good

time management skills to develop their habits to achieve

success in life. But others have developed poor habits related

to time which are not proclaimed or admitted by the people as

weaknesses. (Sahito, 2016)

Dependency on time, which is a matter of all

institutions, is statutory for schools. They are required to

carry out their daily activities within a certain timeframe.

The academic calendar, public and summer holidays, the class

beforehand. Therefore, managers, teachers, as well as

students work under an intensive pressure of time and face

versatile problems about being late for school or class,

preparing the syllabus, preparing for lessons, tasks to

handle, organizing the start and end times of evening classes

for schools providing such programs, and complaints from

parents about scheduling, shortening the break times, as well

as many others (Karslı, 2004).

Educational time may differ from school to school and

from teacher to teacher. The teachers’ views about time may

also show differences with respect to the time they spend on

various subjects as well as the time they spend on education

(Köktaş and Köktaş, 2007). Effective time management in

school settings depends on being well-planned as in all fields

of life. Since it is not possible to bring elapsed time back,

teachers should organize their priorities based on a schedule

if they want to use and manage their time efficiently (Durukan

and Öztürk, 2004).

According to Aydın (2000) education can be described as

“changing the focus of students and, for that purpose,

maintaining their psychological and physical energy for the

Through the effective and efficient use of time,

works in the school early in a limited time.

Researchers came up with the study which focused to the

effects of time management skills of teachers to their

students’ academic performance.

Review of Related Literature

In this part, related studies and literatures about time

management skills of teachers and how it affects to the

academic performance of the students are presented that will

help in depth understanding about the topic of study of the

The study of Kayode & Ayodele (2015) reveals the impact

of teacher time management is directly proportioned with the

performance of students, teachers of public primary schools

do planning actively and intelligently then they may be able

in future to produce more intelligent minds for the future

development of the nation. The significant relationship

between teachers’ time management and students’ academic