Time management strategies and job performance among teachers in private catholic founded secondary schools in wakiso district

Abstract

This study set out to explore the relationship between time management strategies and job performance among secondary school teachers of Wakiso district. The guiding objectives included examining: i) how teachers manage the critical time resource, ii) teachers' level of skills in time management, iii) how teachers allocate time in performing their responsibilities, and iv) establishing whether a relationship exists between time management strategies and job performance. A total of 250 participants (teachers) were selected through stratified random sampling from the population of staff in the selected schools. The study employed the causal comparative design for the first three objectives and the correlational design for the fourth objective. Data were collected using a 60-item time management questionnaire adapted from Britton and Tesser's ( 1991) and Olmstead and Associates Legal Management Consultants (2005). Hypotheses 1 -3 were tested at 0.05 level of significance while hypothesis 4 was tested at 0.01 level of significance. The Statistical Package for Social Sciences (SPSS 10) was used to computerize the data. Thereafter, both descriptive (means and standard deviations) and inferential statistics (t-test, chi-square, ANOVA and Pearson's correlation) were used to analyze the data. The findings revealed a moderate positive relationship between time management strategies and teachers' job performance. Each of the measures of time management strategies contributed to the relationship. However, time management practices contributed more to the relationship (1= 0.45, p<0.05), followed by time management skills (r=0.40, p<0.05) while time allocation was the least contributor to the relationship (r=0.37, p<0.05). It was therefore, concluded that although teachers' time management strategies contribute to the way they perform their work, there are other factors to that end. Basing on the findings of this study, it was recommended that other studies could set off to establish other factors contributing to teachers' job performance. Again, there is need to consider for study secondary schools other than private Catholic founded ones in order to compare where governing policies may differ.