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CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This

chapter

presents

the

summary

of

the

findings,

the

conclusions made and the recommendations offered.

Summary
The purpose of this study was to determine the time management
skill and performance of Gingoog City Comprehensive National High
School (GCCNHS) faculty members for School Year 2013-2014. Data were
gathered from 94 respondents using the descriptive method of research.
The findings revealed that majority of the teachers were: in their
midlife; female (77.70%); married (62.80%); had been in the service for
11-20 years; spent 5 to 6 hours teaching (77.66%); showed poor time
management skill in setting objectives/tasks (WM=1.48); moderate time
management skill in planning priorities or scheduling (WM=2.41); and
effective time management skill in delegation of tasks (WM=2.51).
Moreover, most of the teacher respondents average daily routine
includes: arrived 15 minutes before the scheduled time (83.00%) and
usually leave the school 40 minutes after the official time (68.10%); spent

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5% of their time for travel (61.70%); spent two to five minutes of their
time to receive text messages and/or calls (71.80%); spent 2-4 hours for
meetings (62.80%); 30 minutes for drop-in visitors (53.20%); and 1-2
minutes to receive visitors (51.10%). Meanwhile, they consider the
following as time wasters: unnecessary talking (46.80%); unproductive
meetings (30.90%); ineffective communication and feedback (25.50%);
lack of self-discipline (23.40%); and leaving tasks unfinished (22.30%).
Furthermore, there are only two teachers who are highly proficient
in their teaching performance and they have very effective time
management

skills.

Among

those

who

have

proficient

teaching

performance: 6.38% have very effective time management 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.

Conclusion
From the findings above, this study concludes that GCCNHS
teachers encountered certain ineffectiveness in their time management
skills especially that most of them spent six hours of actual teaching.

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They are also experiencing several time wasters like unnecessary talking,
unproductive meetings, ineffective communication and feedback, lack of
self-discipline or lack of time management, leaving tasks unfinished,
drop

in

visitors,

travelling,

waiting,

commuting,

and

ineffective

delegation, telephone/ cellphone calls, lack of objectives/planning, and

others.
This study also concludes that teachers who are very effective in
their time management also have highly proficient teaching performance.
Thus, effective time management skills affect teaching performance.

Recommendations
From the conclusion drawn from the findings above, the following
are the recommendations:
1. This study recommends that the school administrator consider applying
the behavior modification principle developed by B.F. Skinner in
improving teachers time management skills. Behavior modification grew
out of the idea that changing the attitude of a person does not
necessarily improve performance. Instead the persons behavior must be
changed. This is done by changing the environment in which the person
behaves. Therefore Skinner recommends that managers consider these

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two points: (1) if an act (behavior) is followed by a pleasant consequence

(say, a pat on the back), it probably will be repeated; (2) if an act is
followed by an unpleasant consequence (a reprimand, a harsh glare), it
probably will not be repeated. The managers job then is to design the
present situation so that good performance will result (Mosura, et.al.,
2001).
In application, the school administrator can devise ways to provide
positive reinforcement for effective time management and performance of
teachers by giving awards and incentives. On the other hand, negative
reinforcement can be given such as a memorandum to discourage
ineffective time management.
2. It is recommended for teachers to live a more balanced life. They must
learn to put first things first. First things are those things they
personally find most worth doing. If they put first things first, they are
organizing and managing time and events according to their personal
priorities. They must know what are urgent and important or both in
their daily life. To illustrate, urgent and important includes crises,
pressing problems, and deadline-driven projects while important but not
urgent

includes

prevention,

relationship-building,

recognizing

new

opportunities, planning, and recreation. On the other hand, the not

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important but urgent includes interruptions, some calls, mails, reports,

some meetings, pressing matters, and popular activities. The not
important and not urgent includes trivia, busy work, some mail, some
phone calls, time wasters, and pleasant activities.
3. There is a need for the school administrator to organize a time
management seminar for the teachers. It must not be a one-shot activity
but with corresponding assessment. There must be a follow up activity if
necessary until the problem is addressed.
4. This study did not cover the demands of the profession to the teacher

respondents. Thus, for future researchers, a study can be made on how

the complexities of the modern work life be addressed through time
management for better performance.