Teachers’ Time Organising and Time Controlling as Correlates of Secondary School Students’ Academic Outcomes in Jalingo Education Zone, Taraba State
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Abstract
This study investigated teachers’ time organising and time controlling as correlates of secondary school students’ academic outcomes in the Jalingo Education Zone, Taraba State. Specifically, the study determined the extent to which teachers’ time organising relates to students’ academic outcomes and the extent to which teachers’ time controlling relates to students’ academic outcomes in secondary schools in the Jalingo Education Zone, Taraba State. Two research questions were answered, while two null hypotheses were tested at the 0.05 level of significance. A correlational survey research design was adopted for the study. The study was conducted in public secondary schools in the Jalingo Education Zone of Taraba State. The population of the study comprised 1,835 teachers, from which a sample of 308 teachers was selected through a multistage sampling procedure. Data were collected using the Teachers’ Time Management Questionnaire (TTMQ) and Students’ Academic Outcome Proforma (SAOP). The instruments were validated by experts, while reliability coefficients were obtained before the administration of the instruments. Data collected were analysed using mean and standard deviation to answer the research questions, while simple regression analysis was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that teachers’ time organising was practiced to a high extent, with an overall mean rating indicating effective organisation of teaching and academic activities. Similarly, teachers’ time controlling was practiced to a high extent, with a grand mean of 3.25, indicating that teachers demonstrated a high level of control over interruptions, procrastination, unplanned activities, and other time-consuming activities. The study concluded that teachers’ time organising and time controlling are important aspects of teachers’ time management that relate to secondary school students’ academic outcomes. It was recommended that school administrators and relevant education authorities should provide continuous professional development programmes for teachers on effective time organising and time controlling practices to enhance students’ academic outcomes.
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References
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