(5) chapter 4

32

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This Chapter presents the data gathered for the purpose of

addressing the problem stated in this study. This is followed by the

analysis and interpretation.

Problem 1. What is the profile of the respondents in terms of

age, gender, marital status, length of service, teaching

specialization, nature of job, time spent in teaching, and

general information about their job?

Table 1 shows the profile of the respondent in terms of age,

gender, and marital status. From the table shown above, it can be

gleaned the majority of GCCNHS teachers are within the age bracket of

41-50 years old, this is followed by 31 to 40 years old, then by 51 to 60

years, followed by 60 years and above and lastly by 30 years below.

This implies that majority of the GCCNHS teachers are already in

their middle age range. This is because these teachers have been

teachers in the hinterlands at the onset of their career as teachers and

they been transferred to GCCNHS after serving many years there.

Those GCCNHS teachers are already seasoned teachers in their

teaching field of expertise upon their entry to GCCNHS. Although there

are young teachers in this school, this is an isolated case because

33

these teachers are hired instantly for this school due to the dire need

of such specialization.

As to gender, it is evident from the table that there are more

female teachers than males in GCCNHS. This is really the trend of

education ever since. Since teaching profession is not an easy job

because of paper works, majority of the males never choose teaching

as their career. This confirmed the study of Boyle in his review of

teaching from the colonial period to today shows how the degree of

feminization changed as a result of the changing job markets for men

and women and the perception of women and teachers. When society

needed more women to enter teaching, the aspects of teaching that

seemed appropriate to women were emphasized: nurturance and

morality. When teaching emphasized discipline and national duty,

more men became teachers. For much of the history of teaching, few

careers were open to women outside of their households. Women were

willing to teach, therefore, even if salaries were low and working

conditions were poor. Men became teachers only when teaching fit as

a pre-career occupation or when it was more desirable than the other

jobs available to them. Women entered teaching most rapidly between

1850 and 1900, because of the variety of alternative of opportunities

available to men, the needs posed by standardization of schooling, and

the compatibility between the desired role of a teacher and the

perceived attributes of women.

34

Table 1.Profile of Respondents in Terms of Age, Gender and Marital

Status

1. Age F %

30 years old below 2 21.13

31-40 years old 33 35.11

41-50 years old 37 39.39

51-60 years old 18 19.15

60 years old above 13 13.83

Total

94 100

2. Gender F %

Male 21 22.30

Female 73 77.70

Total

94 100

3. Marital Status F %

Married 59 62.80

Unmarried 28 29.80

Others 6 6.40

No Response 1 1.10

Total

94 100

35

As to marital status, the table shows that majority of the

teachers are married (62.80%), followed by the unmarried ones

(29.80%). This implies that most of the GCCNHS teachers are family

oriented and their work as teachers are being connected to their

family.

Table 2 reveals that majority of the teachers in GCCNHS are

already serving the Department of Education (DepEd) for 11 to 15

years. This is followed by teaching experience from 16-20 years, then

21-25 years of teaching service, 1-5 years, 6-10 years, 26-30 years and

the last by 30 years and above.

Table 2.Profile of Respondents in Terms of Length of Service

and Educational Qualification

Length of Service F %

1-5 years 13 13.83

6-10 years 11 11.70

11-15 years 23 24.47

16-20 years 19 20.21

21-25 years 18 19.14

26-30 years 5 5.32

30 years above 2 2.13

Total

94 100

Qualification/ F %

36

Specialization

Home Economics 9 9.60

ICT 2 2.10

BSIED 7 7.40

TLE 3 3.20

English 8 8.50

MA Guidance/Counseling 1 1.10

Values Education 1 1.10

Filipino 3 3.20

Araling Panlipunan 7 7.40

MAPEH 15 16.00

Mathematics 5 5.30

Accounting 1 1.10

Music 1 1.10

Science 13 13.40

Others 17 18.08

Total

94 100

This table implies that majority of teachers have served the

DepEd for 11 to 15 years because before they landed to public school

job, they were teachers at the private school yet. That time, private

schools had offered decent salary and the fact that they would not be

sent to hinterland school or far-flung barangay made them attracted to

private schools. That only when the private schools offer big difference

Table 2 continued…

37

in their salary for teachers that are the time they decided to join the

public school. Only few teachers have 30 more years of service to

Deped because there were few students before and only few teachers

also were needed to teach these children. Some of these teachers had

also retired, thus, only few left serving 30 years and above.

As to teacher’s qualification or specialization, majority of the

teachers are having specializations that are not related to the subject

areas being offered. This number of teachers is followed by teachers

whose specialization is MAPEH, followed by Science, then by Home

Economics, English, BSIED, Araling Panlipunan, Mathematics, Filipino

and TLE, ICT, Accounting and Music, Values and Guidance Counseling.

From the School Record of Profile of teachers it is shown that

GCCNHS is known for its high caliber of seasoned and expert mentors.

Out of one hundred-three (103), twenty-five (25) teachers have

graduate degrees. This finding implies that as to teaching qualification

or specialization that teachers in GCCNHS are diverse.

Furthermore there are more MAPEH teachers than the rest of

the major subjects such as English, Math and Science because most of

MAPEH teachers are also the teachers in Special Program in the Arts

and aside from the they have more extra – curricular functions such as

division Coordinate in Sports, GSP and BSP Coordinate and Officials.

The existing need for MAPEH teachers is also being advertised.

38

Table 3 shows that majority of teachers nature of job are

secondary Teacher I this is followed by the Teacher III, Teacher II,

Master Teacher I and Master Teacher II. AII GCCNHS teachers teach the

students while only one is the administrator who is herself a Principal

II. This implies that promotion of teachers from Teacher I to Teacher II

and from Teacher II to Teacher III takes more time because it requires

master’s units. More or less, for Teacher II item it needs 42 units in

master’s degree and 48 units in Teachers III.

Moreover, GCCNHS teachers seemed to be satisfied being with

their family and they are now contented of their salary. Since majority

of them are already in their middle years of age as shown in Table 1,

their eagerness and enthusiasm to pursue graduate studies wane. As a

result only few vacancies for promotion are available.

Table 3.The Profile of the Respondents in terms of Nature of Job, Time

Spent in Teaching, and General Information about their Job

Nature Of Job F %Secondary School Teacher I 45 48.87Secondary School Teacher III

11 34.04

Master Teacher I 32 4.30Master Teacher II 2 2.10 Total

94 100

Nature of Job F %

39

Teacher 93 98.9Administrator 1 1.1 Total

94 100

Time Spent in Teaching F %4 hours and below 13 13.815-6 hours 73 77.667 hours and above 8 8.51 Total

94 100

As to time spent for teaching, it can be gleaned from the table

that almost all teachers have spent more than 6 hours of actual

teaching. This is followed by four hours and below and seven hours

above.

This implies that most of GCCNHS teachers are really using their

official time in teaching the students. Their time schedule in teaching is

being given to them by their department heads in accordance with the

Deped Order in official time and hours to be spent for teaching in every

subject as anchored on the K to 12 curriculums for Grade VII and VIII

and for third and fourth year. Some of the teachers have lesser

teaching loads because they have other curricular functions such as

adviser of the clubs, coordinators and some are in the department

head item.

The findings above confirmed the study of time management of

government school principals using 314 principals which revealed that

40

study members spend 50-60 minutes in performing any of the tasks

entrusted to them. The mean of what the study members spend

performing their tasks was nearly 31-45 minutes while the most tasks

that take much time from members; 46 minutes, assessment of staff

professional performance at school, participation of meeting and

educational conferences, follow up students educational levels to

improve them, consider the new teacher and assess their performance,

develop technical and managerial abilities of the principal, reinforces

the relation between school and community and prepare development

plans for school. Furthermore, there is no statistical difference at the

level 0.05 between the study members in terms of their style of time

management according to the following variables; school qualification,

experience years, school size educational sage, training and their

indicated style in managing time does not differ by different variables.

Problem 2. How do the teacher respondents manage their work

time?

Table 4 presents the teachers’ time management and data show

that on the average teachers sometimes have clearly defined list of

objectives (x=1.49) and sometimes write down their objectives and

priorities each day (x=1.47). This means that there are times when

teachers do not really have clearly defined list of objective and they do

41

not have written priorities each day. This implies that they have

poor time management skills.

Table 4.Respondents’ Setting of Objective/ Tasks

Item Mean

Description

1. A clearly defined list if Objective 1.49 Poor time Management Skill

2. Priorities written out the days objectives and priorities everyday

1.47 Poor Time Management Skill

Grand Mean 1.48 Poor Time Management

Skill

Based on the interview with the teachers, they said that because

of several interruptions and several teachers’ functions it becomes so

hard for them to write down their objective to attain for the day.

Household chores also are the concern of teachers at home not to

mention their financial and emotional problems. Some teachers said

“we never know we have to write clearly objectives for the day while

others said, “we have more works to be done upon arriving school,

who would care to think of listing down what to do for the day?”

According to some authors time management has also been

characterized as a habit developed only though determination and

practice (Simpson, 1978), as prioritizing and respecting those priorities

(Soucie, 1986) and as setting priorities and scheduling tasks (Jordan et

42

al., 1989). Time management can also be considered as the process by

which an individual more effectively accomplishes tasks and goals

(Schuler, 1979).

Table 5 presents the respondents’ time management in terms of

planning priorities on scheduling. Data show that teachers are usually

finishing their day with a plan for the next day; they also usually

mastered the ability to say “No” whenever the situation called for; they

usually met deadlines and finish tasks on time; and they also usually

plan and schedule time on weekly and daily basis being teachers.

Finally, they sometimes tackle their tasks on basis of importance or

urgency.

This implies that GCCNHS teachers have not yet mastered time

management in terms of setting the objectives or making time

schedule for their own job as teachers. This might be because when

they have already set for their teaching objective and schedules there

are myriad of programs and activities that might interrupt every now

and then from the DepEd and this might ruin their set objectives which

result to exhaustion. From that, they lose their drive to reset their

objectives or schedule because they are disturbed by unexpected

interruptions of activities and programs from the Division office.

Table 5.Planning Priorities or Scheduling

Item Mean Description

43

1. Weekly and daily plan and schedule time as Teachers

2.01 Moderate Time Management skills

2. tackle tasks on the basis of Importance and Priority or emergency

1.77 Moderate TimeManagement skills

3. Meeting deadlines and time completing tasks


4. Mastered the ability to say “no” whenever possible


5. Completing the day with a plan for the next day


Grand Mean 2.41 Moderate TimeManagement

skills

The finding above confirmed the idea of Crutsinger (1994)

stating that time management involves determining what one should

do by setting goals, deciding which events are the most important and

realizing that other activities will have to be scheduled around them

making decisions about how much time to allow certain tasks,

adjusting to the unexpected, reconsidering goals and priorities on a

regular basis, and observing patterns and trends in behavior.

Empirical research investigating the effects of time

management behavior has identified three broad clusters of behavior.

44

These three includes setting goals and priorities, engaging in the

mechanics of time management, and having a preference for

organization (Adams & Jex, 199; Macan, 1994, 1996).

However, seven time management skills or behaviors can be

considered essential to effective time management due to their

repetitive prominence in the literature such as: a) time analysis, b)

planning c) goal sitting d) prioritizing, e) scheduling, f) organizing and

g) establishing new and improved time habits.

Table 6 shows the respondents delegation skill to enhance time

management skill. Data show the respondents usually make most of

their day to day decision without the principal’s approval. They

admitted also that they usually retain large files of papers requiring

their attention or action after their trip, seminars or trainings or even

from absences. They also usually delegate their work load to others as

much as they can.

Table 6.Respondent Delegation of Tasks

Item Mean Description

1. Delegate to others some works load have as much as you can.

2.56 Effective time Management

2. Do things that your superior or head could

2.41 Moderate time

45

and should be doing Management

3. Give freedom to co-teachers or subordinates in job delegation

2.15 Moderate time Management

4. Make most of the day to day decision without the principals approval


5. Big pile of paper requiring action after a trip seminar, or training or absences


Grand Mean 2.51 Effective time Management

However, they also admitted that sometimes they were asked to

do the things that their superior or head should be doing and they

sometimes give freedom to their co teachers or subordinates in their

job delegation.

As to pile of paper workload, GCCNHS teachers are used to

complete their work load in a day. From the table in appendix ( ), it is

clearly stated that teachers have occasionally bring their work at

home. This is often made during Saturdays and Sundays to work

overtime. Majority of the teachers even go to school during weekend

especially after periodical exams to check students’ project. Some of

them did this to fast tract the lessons left behind due to

seminars/trainings being attended.

Table 7 reveals the usual time of arrival and departure of the

respondents. As to time of arrival, majority of the respondents arrive

46

15 minutes before their official time (83.0%), few of them arrive 30

minutes after their official time (7.40%) and others just never respond

to the questions (8.50%). This implies that majority of the GCCNHS

teachers are “early birds” in going to school for their job while only few

of them are latecomers. The finding implies further that because of the

biometric and bundy clock, teachers come before their official time so

there would be no deduction from their salary.

Table 7.Usual Time of Arrival and Departure of the Respondents

Time Arrival F %

15 minutes before schedule time 78 83.0

30 minutes after the schedule time 7 7.40

45 minutes after the schedule time 1 1.10

No response 8 8.50

Total

94 100

Time Departure F %

5-15 minutes early 8 8.50

40 minutes after official time 64 68.10

45 minutes after official time 17 18.10

60 minutes early 2 2.10

No response 3 3.20

Total

94 100

47

As to departure time, majority of the teachers leave the school

40 minutes after their official time (68.10%), followed by 45 minutes

(18.10%), 5-15 minutes (8.50%), while three or 3.20% gave no

response on this item.

This implies that almost all teachers in GCCNHS are honest in

their official hours of work. They do not leave the school and their job

until it is done. They have diligently followed the civil service mandate

of official teaching hours. Although there are few who go against it, but

these might be because of emergency and other situation but not

always but not always.

Table 8 reveals the time spent by teachers during their official

hours. Majority of teachers spent 3% of their official time in reading

newspaper, many of them give no response to this question and few

admitted they spent 5% on reading newspaper and only few said they

spent 10% - 15% of their time such activity mentioned earlier. This

implies that GCCNHS teachers have used their official time in their

educational enrichment in connection to their job as teachers. Because

on being teachers, we should also be updated with the trend of time.

Although, it’s just for few minutes, but it becomes worthwhile if it is

done every day by teachers.

48

Table 8.Time spent on Reading Newspapers and discussion in Talking

& Chit Chat with Friends and Solving Problems

Time spent for reading news

papers

F %

3% 54 57.405% 12 12.8010% 8 8.5015% 3 3.20No response 17 18.10 Total

94 100

Time spent for chit chat with friends

F %


94 100

Time spent in solving personal problems

F %


94 100

49

Teacher also admitted that they have use some of their time chit

chatting with their friends. Majority of them spent 3% of their time for

that, followed by 5%, 10%, 15% and another 15% of no reply from

respondents. This implies that teachers have consumed their official

time in talking nonsense with their co-teachers. This might happen

during recess time, before flag ceremony, during lunch break and

during the free time and whenever they meet along their way going to

the next class. For human being, this is natural; however, if this

happens more than 3% then this might be the cause of in effective use

of time management skill. These findings confirmed the research of

Alzalabani (2013) as he analyzed the effectiveness of time

management as classroom management technique by covering 90

teachers of Yanbee Industrial College in Saudi Arabia. He concluded

that there is high awareness among the teachers of Yanbee Industrial

College in the effectiveness of time management as classroom

management technique and they are using multiple classroom

management technique in diverse weights in this regards.

Table 9 reveals that almost all of the respondents’ daily routine

upon arrival in their classroom is to instruct student in cleaning or

doing their duties and responsibilities. This is followed by respondents

who are neutral which means they never care to answer the questions,

50

then followed by very few teachers who admitted that upon arriving in

their classroom they talk with their colleague on cell phones. Other two

teachers said they read newspapers and sip for a cup of coffee or tea

when they arrive at their classroom. This implies that teachers’ first

duty is to see to it that everything is done properly before the class will

start. They are doing their duty as expected to them every day. This is

because they don’t want that their rooms are untidy in preparation for

the early monitoring of the hygienic coordinator. The said coordinators

are the in-charge of cleanliness from Grade VII area to fourth year

area. Other respondents who never answers the questionnaire might

be the non- advisers who have no advisory class, thus, they have

nothing to instruct that they remain silent in this question.

Table 9.Office Hours Routine Upon Arrival in the Classroom

and During Lunch Break

Respondent’s Routine Upon Arrival f %Drinking for a cup of tea / coffee 2 2.10Reading newspaper 2 2.10Talking with colleague on cellphone 3 3.20Making instructions on students 83 88.30No response 4 4.30 Total

74 100

Respondents’ Routine Upon Lunch f %5 minute before break 53 56.4010 minute before break 8 8.5015 minute before break 22 23.40No Response 11 11.70 Total

94 100

51

Respondents routine to start work after lunch break

f %

5 minute before break 14 14.9010 minute before break 2 2.1015 minute before break 70 74.50No Response 8 8.50 Total

94 100

Talk to absentee students and parents too and plan for the next

day’s lessons. If these ar3e done finished it would be continued after

lunch break because the lunch break is one hour from 12:00 to 1:00

noontime. With this hour, teachers can do more worthwhile activities

not even to mention to recharge his self/ herself for taking 5 minutes

nap.

In addition, from the table in appendix (6) teachers least

productive time admission is between 11-12:00 noontime. This is

because majority of the students are already restless in going home;

they are hungry already that attention and focus to their lesson are so

hard to catch up by the respondents. According to the interview of

some teachers they said, these children are noisy “di na mamati sila

ma’am bisan unsa pay amo buhaton kay kita man sila daghan na

milabay para mouli”. Other students said “sir mamaulli na ta gutom

na” “time na sir/maam, gutom na amo tiyan, wa mi recess”. So even

the teachers modified his voice and show them visual aids in full colors

it never divert their attention to go home already. So that lessons in

52

this period is unproductive and academic performance of these

sections really are being affected.

Meanwhile, other respondents admitted their least productive

time is between 13:00 to 1:00 noontime which deviates the findings in

the earlier paragraph. This might be because these teachers who said

so are those teachers who go home to their family for their lunch time.

For that they could not use their lunch time for school works and other

matters not like those teachers who bring their lunch at school.

From table 10, data shows how the respondents spent their time

in daily routine such as in waiting vehicles, travelling or commuting

from their house to the school, in making and receiving text messages

and calling using cellphone, in attending meeting and in receiving

visitors daily. It can be gleaned from the table that almost all of the

respondents spent 5% of their time in waiting, commuting or travelling

to their post or station, majority of them spent 10% of their time for

such purpose, some of them spent 15% and only few of them spent

20% for the same purpose while the rest remain silent for this

question.

This implies that majority of the teachers in GCCNHS are

commuting or have to travel from their home to the school. For that

they have used few minutes of their time for that scenario- waiting and

travelling. Other spent 10%, 15% and even 20% depending on the

distance of their home from the school. This implies further that

53

majority of the teachers in GCCNHS lives within the city proper. Those

who spent 20% of their time means they live far from the school.

Others who are silent might be undecided because they can’t calculate

how much time they spent in their travel in going to school because

they have their own vehicles or it might be that they can’t calculate

their time of leaving their home to the school because it depends on

their household completion at their house. There are myriads of

reasons behind and to the end it’s still the responsibility of teachers to

come to school on time no matter what.

On spending time on cellphone use, the majority of the

respondents used 2-5 minutes of their time on cellphone text and call

daily, others keep silent on this question, and very few of them

admitted they have used 6-10 minutes and more than 10 minutes even

for that purpose stated. This implies that majority of teachers have

used cellphones while at work.

Table 10.Hours Spent by Respondents in their Daily Routine:

Commuting/ Travelling, Waiting for Vehicle, Receiving and Making Text

Phone Calls, Meeting and Receiving Visitors

54Table 10 continued…

Time for Commuting, Travelling and Waiting for Vehicle Daily

f %

5% 58 61.7010% 16 17.015% 9 9.6020% 3 3.20No Responses 8 8.50 Total

94 100

Receive Cellphone Text/Calls Daily f %2-5 min 67 71.806-10 min 2 2.10More than 10 min 1 1.10No Response 24 25.50 Total

94 100

Cellphone/Text Make Daily f %2-5 min 66 70.206-10 MIN 1 1.10More than 10 min 26 27.70 Total

94 100

Time Spent for Meeting f %2-4 hours 59 62.805-6 hours 3 3.20More than 6 hours 1 1.10No response 31 33.00 Total

94 100

Time Spent drop in Visitors f %30 min 50 53.2060 min 2 2.1090 min 2 2.10No response 40 42.60 Total

94 100

Spent Time to Receive Visitors daily f %1-2 min 48 51.10

55

Though there are already School Memo reminding teachers to

avoid using cellphones while at work, still they can’t resist making call

or text maybe because of their link to their homes. Some of the

teachers said that they need to text their “yaya” at home, their helpers

on what to do or even cook at lunch, or reminding those at home of

what to be done while teachers are at school. Since from the profile of

the teachers in table 1 found that majority of GCCNHS are marries,

thus they have to see it that everything in the family will run on

smoothly that making call and text daily are already part of teacher’s

life. They just make sure that their texting and calling would not hinder

their time in doing their teaching job at school. That they should avoid

doing this texting and calling daily in more than 30 minutes of their

time unless it is recess and lunch break. Furthermore, from the reports

of the period monitors it has been noted the names of teachers who

made texting and calling during class hours. The said teachers were

alerted and had been called by their department heads to avoid doing

this. During the faculty meeting teachers are reminded to refrain doing

texting and calling while the class is going on and leaving the students

noisy of copying writings on board. From department head’s report,

this has been minimized.

A workload study of Prince Edward Island teachers suggests

many of them are “near the breaking point” when it comes to juggling

paperwork. They are spending far more time doing administrative task

56

than interacting with students, researchers from the study conducted

for the P.E.I Teachers’ Federation report.

From the interview of teachers, they make suggestions that the

principal should minimize making faculty meeting to give way for

teachers to do their teaching job. They further expressed their

concern by stating another suggestions that the principal can write

school advisory through the department heads or year level monitors

to inform teachers under their jurisdiction about the information the

principal wanted to disseminate from her MANCOM or EXECOM or meet

the coordinators only and these coordinators in year level will be the

one to inform teachers to lessen the use of time in attending meeting

considering that most of the faculty meetings were done almost half

day. Teachers are worried because the coverage of their lessons are

still very far to reach into its completion because of several

interruptions of classes such as program, activities and faculty

meetings. Although principal mandated to shorten time of teaching

hours using schedule B and C whenever there are faculty meeting,

programs and activities still the teachers feel the need to use the

proper time intended budget for his /her classes, the Division office still

continue to give periodical exams with the whole periodical lessons no

matter what.

The findings above confirmed the study of Choy et.al ( 1993 ) as

cited by spending a large proportion of school time teaching core may

57

be important not only terms of school quality but also in terms of

teachers’ satisfaction indicates that the proportion of time spent for

teaching instruction is important to teachers. In addition, teachers are

required to do extra time in coaching, supervising, extra-curricular

activities, tutoring, grading papers, making lesson plans, raising the

regular weekly hours spent to teaching to more than 46 hours.

Teachers who felt more extra assignments tends to be less satisfied

with their job than those who felt they spent more time in actual

teaching instructions and interactions with the students.

Teachers are also being interrupted in their use of their teaching

time due to drop-in visitors. Such visitors might be parents of the

students, others personal concerns such as family or relatives, others

from lending institutions. From DepEd officials and from their co-

teachers they who just peep in for important purpose such as

borrowing instructional materials, asking information about the lessons

and others. For these, average number of teachers has admitted they

spent 30 minutes of their time for drop-in visitors, while other spent

60-90 minutes for the said visitors. Since the school has never set time

for drop-in visitors, then any parents could interrupt teachers’ classes

because most of them when they arrived at school they have to look

for teachers outside her class that the teachers are forced to attend

their need too. One of the teacher said that if she sent a note to

parents inviting them to come to school, she write the time where she

58

is available to avoid class interruption. For this, teachers give

suggestion that the principal should set time for drop-in visitors

according to the time where teachers are free. However, in case of

emergency, the said visitors can be attended in a case to case basis.

The guard too should be aware of teachers’ free time so whenever

visitors come for that teachers, they can make decisions whether to let

the visitors in or wait until the teachers are free.

In an ordinary occasion, teachers have spent time to receive

formally the visitors like parents by spending 1-2 minutes, others spent

5-6 and other 3-4 minutes while the rest of the respondents said

nothing about it. This implies that the teachers have most of the time

attend to daily visitors in their official hours that would hinder their

proper use of time in their teaching daily.

With this, from the table attached in appendix (1), majority of

teachers express their desire if possible to spend less time in their

travelling, faculty meetings, writing and reading and of course dealing

with people. This implies that teachers really don’t want to be

interrupted in their teaching hours. They want to use their job fully

because according to them that’s what they are paid for. Moreover, the

academic performance of the students under them will be affected

once there would be lots of interruptions exist during their teaching

hours. However, from the reports of the daily period monitors there are

also teachers who were caught just sitting and “the-never-do-

59

anything” during the class hours. These teachers are the same

teachers who just never say anything and just flow with the tide. While

majority detest interruptions of classes, these teachers celebrate

interruptions of classes.

Finally, teachers express their desire to talk to their family,

parents and students, co-teacher too and to interact with their

department heads (see appendix). Human as they are, they are

gregarious in nature, so being socially developed and community able

to get and express information from family, relatives, parents, students

and the department head are also their concern. However, according

to the interview, they have to consider the time limitation because

they are more needed in their teaching job than to this desire.

Problem 3. What do the teacher respondents consider as time

waters?

It can be gleaned from Table 11 the considered respondents’

time wasters for their job as teachers. Table shows great percentage of

teachers’ time wasters is being attributed to unnecessary talking,

followed by unproductive meetings, ineffective communication and

feedback, lack of self-discipline or lack of time management, leaving

tasks unfinished, drop in/ cellphone calls, lack of objectives/ planning,

and others. The table implies that most of the teachers are fond of

talking or doing chit-chat with their co-teachers. Others showed they

60

do not really want meetings which hinder their teaching job which is

also evident in the previous findings that school meetings take a lot of

their allotted time frame for their teaching hours.

From the teachers’ interview they were asked why unnecessary

talking is the number one time waster of the respondents and what are

really the usual topics of their conversations. All teachers being

interviewed answered their topics were all about financial and family

concerns. They also discussed about teacher’s salary, students’

performance, students’ misbehavior or behavioral problems, students’

lack of interest in their studies. Other teachers said it is about their

approved loans, teacher’s attitude, students’ financial obligations to

school, parents’ issues and concerns such as rationalizations and

evaluation of classrooms.

Table 11.Teacher Respondents’ Perceived Time Wasters

Perceived Time Wasters Frequency PercentUnnecessary talking 44 46.80Unproductive meetings 29 30.90Ineffective communication and feedback

24 25.50

Lack of self-discipline 22 23.40Leaving tasks unfinished 21 22.30Drop-in visitors 16 17.00Travelling, waiting, commuting 15 16.00Ineffective delegation 15 16.00

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Telephone/cellphone calls 13 13.80Lack of objectives/planning 13 13.80Attempting to do too much at once 10 10.60Paperwork/deskwork (memos, reports)

9 9.60

Failure to do first things first 9 9.60Crisis 9 9.60Socializing 8 8.50Coffee/lunchbreaks 14 3.20Cluttered desk/disorder 3 3.20Inadequate staff 2 2.10

Note: Multiple Response

Other of course according to one respondent topics during that

time are gossiping and backbiting or back stabbing in real sense. Some

talk about negative teacher’s attitude towards work. All of them

admitted that unnecessary talking to co-teachers since the time is

their comfort zone to co-teachers to confide their problems to other

friends, talking and sharing with peers help one to be relieved of some

school pressures, stress from work and emotional and financial

burdens such as salary of teachers that is not enough for teachers’

need, burdens and to express one’s emotion among teachers.

Moreover, talking to peers is a form of relaxation, part of enjoyment

leading to other topics which makes them enjoy. For that they said

they forget about the time thus, it robbed time production.

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On unproductive meeting time waster, majority of the

respondents said, they do not consider school meeting as

unproductive, in fact each meeting is a perfect avenue for some

queries and concerned to be answered. Other respondents consider

the unproductive meeting as time waster, a waste of time, only an

expressions of complying requirements, a meeting without agenda, a

meeting in absence of quorum, a waste of time because everyone is

busy and here comes a meeting, an open-ended meeting, a meeting

where personal needs are not mentioned and a meeting where

teachers never listen to principal’s hour because they are busy on

other topics. However, one respondent defined unproductive meeting

as the situation wherein all plans and visions transpired during the

meeting would not produce any tangible results. Others said, it means

unexpected output after the meeting, participants are not responsive

and participative, and they are just talking not listening. It also means

teachers did not respect person in authority. When they were asked to

name unproductive meeting at school whether its faculty, area or year

level meetings, majority of the response are “sorry, I cannot recall any

meeting as unproductive”, unproductive meeting did not happen here

in the school”, “cannot say, do not consider every meeting as

unproductive”, cannot recall any”, “I do not remember any

unproductive meeting whether it’s area or faculty meeting”, but three

respondents who point out that area meeting is considered

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unproductive because agenda are not well prepared, the department

head is just an observer and does not care about the discussion. She

never even made follow up of what had been discussed during the

meeting. She is just there for compliance. Another respondent said,

“for me, its area meeting because of the duplication of input from the

general faculty meeting and area meeting.

Another time waster is lack of discipline of teacher in managing

his/her affairs in teaching. Why this is considered time waster, the

respondents replied: because it deals about students, because it would

not recognize one’s work, it hinders teacher’s art of organizing,

prioritizing, and scheduling skills are affected, so do with personal

commitment and attitude, time budget is afftected, students’

performance becomes low, lack of communication will be the result, no

open-line relationship among teachers, works are complicated,

teachers’ work are not organized, prioritizing is being lost, proper

organization of personal things are not visible, teachers never accept

advise.

Ineffective communication and feedback is also considered time

waster especially if coming from superior because it never give any

positive result. Majority of teachers said such time is considered

“hurting but challenging, discouraging,” “feeling bad then disrespect to

superior follows”, “can cause loss of self-confidence and

dissatisfaction towards the superior”, “feeling worried”, “negative

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feelings”, “no self-contentment”, “feel discouraged and discomfort”,

“cause disrespect”, and can cause negative emotion”.

Number five time waster is leaving tasks unfinished being

teachers. When respondents asked why they considered it as time

waster, their answers are: “because lessons are undone which require

double time for accomplishment”, “unprepared lessons to be focused,

schedule tasks to be done”, “follow up students’ grades”, “coverage of

lessons undone”, “classroom structuring unfinished”, “checking papers

still not finished that need time”, “unruly schedule for students”,

‘lessons of students for the quarter need more time to undertake”,

“lessons not recorded cause of lot of stress”, “lessons left undone

needs time”, unprepared tasks cause waste of time”, “lessons, test

questions and assignments not checked can cause waste of time

because you have to assign another minutes or hour for that instead of

going to another work.”

Problem 4. Is there a relationship between teachers’ time

management skill and performance level?

Table 12 presents the teachers’ time management skill and their

teaching performance. Data show that there are only two teachers who

are highly proficient in their teaching performance and they have very

effective time management skill. Among those who have proficient

teaching performance: 6.38% have very effective time management

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skill, 29.78% have effective time management skill, while 31.91% and

29.78% have moderate and poor effective time management skill

respectively. This implies that those with effective time management

skills tend to have better teaching performance.

Simpson (1986) described time management as a habit

developed only through determination and practice, while Jordan et.al

(1989) characterized it as setting priorities and scheduling tasks.

Schuler (1979) also considered it as the process by which an individual

effectively accomplishes tasks and goals.

Table 12.Percent Distribution of Respondents’ Time Management

Skill and Performance Level

Time Managemen

tSkill

Teachers’ Performance Level TotalHighly Proficient Proficient

Frequency

Percent

Frequency

Percent

Frequency

Percent

Very Effective

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2 2.12 6 6.38 8 8.51Effective 0 0.00 28 29.79 28 29.79

Moderately Effective 0 0.00 30 31.91 30 31.91

Poor 0 0.00 28 29.78 28 29.79Total 2 2.12 92 97.88 94 100.00

According to Crutsinger (1994), time management involves

determining that one should do by setting goals, deciding which events

are the most important and realizing that other activities will have to

be scheduled around them (prioritizing), making decisions about how

much time to allow to certain task (time estimation), adjusting to the

unexpected (problem solving), reconsidering goals and priorities on a

regular basis (evaluation), and observing patterns and trends in

behavior. From these definitions, it is expected that teachers’ with very

effective time management skill will have better performance than

those with less effective time management skill.

Problem 5. From the findings, what training program for

effective time management can be proposed for the teacher

respondents?

From the findings, this study proposed a training program for

teachers to improve their time management skill as shown in Table 13.

It shows the key result areas, the objectives, strategies/activities,

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person responsible, time frame and budget. The key results areas

include: time management pretest; goals and outcomes of trainings;

knowledge on Theories of Management (Paretto Effect and Macan,

1994) Control over Time Management; setting goals and priorities;

dealing with interruptions; mechanics of making lists; benefits of

scheduling; progress chart/monitoring and evaluation; using calendar

phonebooks, daily planners, time organizers; habit of organizing;

dealing with procrastinations; and organizing desk and paper works.

The said training matrix will be conducted on the month of May,

the schedule for In-Service Training for professional development. This

is also the right time to train teachers for the new school year 2014-

2015. With this, the researcher is very positive that she will gain

teachers’ approval on this training because this is one of the concerns

of this study.

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Table 13. Proposed Training Program for Effective Time Management for Teachers

Key Result Area Objectives Strategies/Activities

Person Responsible

Time Frame Budget

1.Time Management Pretest

-To assess the time management skill level of teachers

-Conducting the Time Management Level Test to Participants

- Resource Speakers

- Principal- Teachers- Officers of SSG

May 12, 2014 P3,000.00

2.Goals and Outcomes of Trainings

-To gather some insights of teachers on the expected outcomes of the seminar by presenting the goal of this training

-Writing Expected outcomes of the Seminar/Training on Time Management

- Resource Speakers


May 12, 2014 P3,000.00

3.Knowlwdge on Theories of Management (Paretto Effect and Macan, 1994) Control Over Time Management

-To gain knowledge on theories of Time Management Skill from Well Known Theorists

-Lecture on Theories on Times Management

- Resource Speakers


May 13, 2014 P3,000.00

- Resource


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4.Setting Goals and Priorities

-To learn the essence of setting goals and priorities as teachers

-Lecture from Resource Speakers

Speakers- Principal- Teachers- Officers of SSG

May 13, 2014 P3,000.00

5.Dealing with Interruptions

-To adopt some effective techniques in dealing work interruptions

-Lecture on Dealing with Interruptions

- Resource Speakers


May 14, 2014 P3,000.00

6.Mechanics of Making Lists

-To learn the mechanics of Making list

-Making of Personal List of Priorities and Plan

- Resource Speakers


May 14, 2014 P3,000.00

7.Benefits of Scheduling -To demonstrate to the participants the benefits of Scheduling Time

-Lecture on Benefits of Time Scheduling

- Resource Speakers


May 14, 2014 P3,000.00

8.Progress Chart/Monitoring and Evaluation

-To illustrate to the participants the Making of Progress Chart used for Monitoring and

-Making of Progress Chart/Monitoring and Evaluation

- Resource Speakers

- Principal- Teachers

May 15, 2014 P3,000.00

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Evaluation forms for Students

- Officers of SSG

9.Using Calendar Phonebooks, Daily Planners, Time Organizers

-To demonstrate to the participants the proper use of calendar, phonebooks, daily planners and time organizers to enhance time management skills among participants

-Lecture on the Use of Calendar and other Time Organizes

- Resource Speakers


May 15, 2014

P3,000.00

10.Habit of Organizing -To acquire the habit of or the art of organizing things, lessons, schedules and others

-Lecture on Habit or Art of Organizing

- Resource Speakers


May 16, 2014

P3,000.00

11.Dealing with -To impart the -Lecture on - Resource



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Procrastinations skill or knowledge in dealing with time wasters or procrastinations

Dealing with Procrastinations

Speakers- Principal- Teachers- Officers of SSG

May 16, 2014

P3,000.00

12.Organizing Desk and Paper Works

-To acquire the method or technique in organizing desk and paper works.

-Making Plan on organizing Desk and Paper Works

- Resource Speakers


May 16, 2014

P3,000.00

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The said training should be managed by the researcher as the

over-all technical committee chairman, assisted by her department

heads in every department. She has to get the approval from the

school division superintendent for the conduct of the training. The

resource speakers are to be scouted from any expert in the region who

have the knowledge of successful time management and who himself

lives with his ideals of time management skill model. Funds for the

seminar would be taken from the MOOE and other source from

benefactors.

Form this study, there is really a need for this training because

teachers are now facing the world of multi-tasking. Life is now in

competition and those who refuse to ride the change of time will be

lost in their dream of being effective individuals. This might even be

the cause of low performance of their students.

Barros and Elia (1984) on their study found out that effective

actions to solve the problem of teachers’ inadequacies on their

performance are relative to given contexts and begin by the

professional recognition of the teacher. One basic aspect to improve

classroom practice is simple: to allow the teacher to identify and

reflect about the aspects in their practice that need change.

(5) chapter 4

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