The Theory of Time Management by Abraham Maslow, which stresses recognizing ones needs, the ability to separate them, and the amount of time spent on duties so that they do not interfere with other important aspects of one’s life. Working students’ ability to effectively manage time for both job and school is inextricably linked to their lives. Students must concentrate on their studies in order to improve their grades. They cannot, however, devote all of their time to their schooling since they must support themselves. They should focus on their employment since it will help them finish their schooling. Failure to strike a balance between work and study might result in bad results. As a result, people must assess their capacity to manage their time in order to be considered effective instructors. While efficiency refers to the speed with which individual tasks are accomplished, effectiveness refers to the precise selection of the appropriate job to be completed (Hamal & Mohamed, 2016).
In addition, Albert Bandura’s self-efficacy theory describes how one’s belief in one’s capacity to plan and execute the activities required to manage future situations influences one’s ability to plan and execute the actions required to manage future circumstances. To succeed, teachers must effectively manage their time between work and family life. The effectiveness with which they manage their time determines their self-efficacy. To balance their obligations, teachers might devise time management strategies. Time management is a collection of ideas, attitudes, principles, practices, skills, tools, and strategies that work together to help people get the most out of their time (Gerard, 2019). Because time cannot be spared, time management manages the allocation and delivery of time-based priorities among competing demands. Its availability cannot be changed from twenty-four hours to any other time (Khanam et al., 2017). The individual’s initial self-recognition, knowledge of their traits, researching the topic of time consumption and acquiring important information, analyzing elective arrangements, and selecting and updating one of these alternatives are all part of the time management process.
When people are serious about overcoming procrastination, they can successfully manage their time (Quek, 2018). One of the most excellent indications of great professional performance has been time management strategies. When time management skills are employed, professional accomplishment rises (Fazal, 2017). According to Panayotova et al., time management concepts and tactics may be divided into four stages (2015). The first step is to figure out what needs to be done. The first phase includes grading assignments and activities. Timetables are connected to specific duties and tasks at the second level, indicating when they should be completed. The third stage focuses on the completion of a certain task. Work completion strategies and goal definition are included in the third level. The fourth stage focuses on the individual’s emotions, experiences, and moods. The aim is to strike a balance between planning and acceptance of priorities and objectives. The balance of intellect and emotion, as well as tasks and activities, is the focus of the fourth stage. For reaching goals, finishing activities, and maintaining a healthy balance of logic and emotion, time management and organization are critical. Using a solid time management system, you should assess your activities, priorities, experiences, and emotions. It will improve individual act coordination as well as motivation to achieve goals. With the advancement of civilization, the purpose of free time has grown in importance, and leisure time now plays an important role in our lives. Leisure time has an impact on people’s behavior, growth, and lifestyles. As a result, being able to manage one’s time is crucial (Gajewska & Piskrzynska, 2017). Similarly, this article focuses on modern management issues such as time management. It has its origins in Indian Vedanta in terms of self-control. Self-management and self-development are stressed in ancient Indian texts. Brahmacharya (Self-Control), Ahimsa (Non-Injury), and Satyam are the three basic eternal goals for managing the physiological, mental, and intellectual aspects of personality (Truthfulness). Self-management may be effectively enhanced when the three disciplines of Brahmacharya, Ahimsa, and Satyam are followed. Time management draws on more Brahmacharya principles: self-control (Satija and Satija, 2013). People’s perspectives on time are influenced by their circumstances, which impose varying demands on them. Time may be represented by a clock or other methods. Time may be used to measure events or actions throughout the day, much like a clock. Technical, formal, and informal time systems are the three types of time systems. The technological systems are precise and scientific time-measuring procedures. Formal time systems relate to how a cultural group defines and distributes time units. Informal time systems rely on assumptions about how much time should be used (Nadkarni and Chen, 2019).
Furthermore, persons may be categorized into one of three groups depending on how effectively they manage their time. The first group considers time management to be critical to success. The second group, on the other hand, considers it an unneeded interference, while the third appreciates making changes in their life but lacks attention and complicated effort. These three groups may be found among teachers. Individuals may produce high-quality work by considering what to do, when to do it, and how to do it. If done on a regular basis for life optimization and personal time management, timing may provide high-quality professional progress (Kirillov et al., 2015).
The Department of Education describes the work responsibilities of teachers via several policy issuances. According to the Civil Service Commission’s Resolution No. 080096 from 2008, teachers are not exempt from the eight-hour workweek mandated by RA 1880 for public workers. Due to the requirement in the Magna Carta for Public School Teachers that actual classroom teaching time not exceed six hours, the remaining two hours may be spent on teacher-related activities on or off school grounds. Preparing instructional materials, reviewing tools, rating, documenting, and conducting or studying are some of these duties (DepEd, 2008).
Furthermore, Dunhanm (2019) investigates stress as a direct result of teacher workload in order to unify the many views of teacher workload. He talks through three basic approaches for dealing with workplace stress in the classroom. The first technique, which is based on the engineering concept of stress, addresses the pressures placed on teachers in the teaching/leaving environment and educational setting. Based on the physiological concept, the second technique addresses teachers’ unique responses to pressure, such as discontent and headaches. The third strategy, which is based on the interactional model of stress, looks at the expectations and demands that instructors face, as well as their reactions and stress-management strategies. According to Farber’s Burnout Theory, as the ratio of customers to practitioners increases the worker’s emotional pressure increases until they burn out and detach. Teachers who are emotionally and physically exhausted are irritable, concerned, and enraged. He claims that being burnt out may lead to a lack of passion in class preparation and empathy for students, and that when a teacher is sacrificed for mental effort, the class suffers as well. No instruction can be adequately carried out over a long period of time if teachers have a normal high teaching load. Timpane, as cited by Ayuman, discussed the consequences of teacher burnout (2015). The term has been used to describe and often explain many teachers’ inability to adequately educate in the classroom. Burnout will not go away quickly or effectively, despite all of its symptoms, since it is founded on a deep and complex psychological judgment that their work is unsuccessful. As a consequence, burnout will be a huge stumbling block to educational transformation and growth, at least for those individuals and groups in schools who are directly affected. The interactional technique, according to Dunham (2019), provides a more thorough understanding of teacher stress while dealing with workloads and managing their time.
By: Mrs. Francia T. Labandelo|Principal I| Ilwas High School Subic, Zambales
