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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study is designed to determine the impact of time management of to
their teachers performance, students academic performance. To give the
comprehensive view of this research, review of related literature and studies are
presented below.

Related Literature
What is Time Management? Time management has been described
using many different terms including spontaneity, balance, flexibility, and
having control over time (Lakein, 1973). Time management has also been
characterized as a habit developed only through determination and practice
(Simpson, 1986), and as setting priorities and scheduling tasks (Jordan et al.,
1989). Time management can also be considered as the process by which an
individual more effectively accomplishes tasks and goals (Schuler, 1979).
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),

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reconsidering goals and priorities on a regular basis (evaluation), and

observing patterns and trends in behavior.
The term time management is misleading since time cannot be managed
and controlled. Time is constant. So Time management really mean SelfManagement. According to Douglas and Goodwin (1980) the essence of time
management is managing yourself in such a way that you achieve better results
in the time available. This purpose that the problem does not lie with the
actual number of hours available. Rather the problem lies how well available
time is utilized (Makenzie, 1970, 1974). Time cannot be managed, the only
thing one can do is manage himself in relation to time available. In other
words, the amount of time cannot be controlled but its use can be controlled.
Time is probably the most valuable assets available to people and
organizations. Understanding how to manage ones time can add success to
personal lives. However, of all the resources, time seem to the least understood
and most mismanaged (Makenzie, 1973, 1993).
The main goal of time management is to accomplish the best way to
invest time and take advantage of it; time management is a continuous process
that requires the desire to develop and it requires analysis and planning as well
as follow up and reanalysis (Decision center company for consultations, 2003).

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The importance of time management emerge from the good and effective
definition of the specialization that prevents conflict and inconsistencies,
achieving justice, and the deep conscious of positive responsibility towards
public success of the project as well as the use of previous coordination,
participation, and human interaction in addition to the perceived planning of
time (Alyan, 2005).
Empirical research investigating the effects of time management behavior
has identified three clusters of behavior. These three (3) 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;
a) time analysis, b) planning, c) goal setting, d)prioritizing, e) scheduling,
f)organizing and g) establishing new and improved time habits (Barkas, 1984;
Feeny Jonson, 2002; Hellsten and Rogers, 2009; Jorde, 1982; Lakein, 1973;
Makenzie, 1972, 1975, 1990; Morris, 2001; Woolfolk 1986).
Time management concept appears to be one of the comprehensive
concepts for any time and place and for any human; it is not excluded for
certain time, place or certain human. It also includes the time added for work
time. The remaining time of the day hours after the end of working hours; time

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and the effectiveness of its management are considered one of the most
important tasks assigned for principals in public and private sectors. Time
management includes ability to control individuals available time. It became
one of the considerations that determine the success of the administrative
employee as well as the effectiveness of jobs since principals try to take
advantage of available time effectively by fit arranging tasks and prioritizing
them to benefit these tasks effectively in the future (Muhammad, 2002).

Related Studies
Kassab study (2009) of time management using forty (40) academic
heads of departments at Aljazeera University in Sudan to find out whether time
management plays a prominent role in achieving the goals of school
management and the effective degree of time management of schools
principals. Finding revealed that time level of heads of departments was huge;
in addition to that they face medium self-wasters and low external wasters. The
study results showed that there are statistical differences attributed to the level
of expertise in terms of time management of sample members attributed to the
gender variable.

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The study recommends preparing training programs and workshops for

short experience to confirm the importance of time management for the heads
of departments to be time managements sensitive and that management
quality depends on time factor at large.
Another study about time management was from Olwan and Ehhmaid
(2009) which tried to identify the trends of the principals of middle
managements due to the importance of time management and taking
advantage of its possibility to identify the effectiveness of time management in
Libya including the problems and barriers against time management. Finding
revealed there is no statistical significance in terms of time management with
its various fields attributed to educational level. While there is an effect of
statistical significance

for social variables (the policy of the open door and

unofficial phone calls) that affect the effectiveness of time management of

middle managers in Libya.
From the study of Shahzad and Khurshid (2011) in their attempt to
analyze the time utilization patterns in the government officers of Pakistan
with a total of fifteen (15) government, non-government and autonomous
organizations as respondents being selected in random basis. It was concluded
that no technique of time management can give more time. The problem is not
the shortage of time, rather, how well available time is used. This is the major

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point that in a world of ever, increasing demands of time, its effective utilization
requires some changes in behavior and thinking. It means utilization of time is
a habit and to improve one must discover his/her present habits and change
the ones that need changing. In other words, change the habit that is wasting
the time the most. Finally, this study confirmed that government employees
waste 3.20 hours daily which is 40% of their official time.
Al-Gamedy (2008) study titled: Time Management of High School Principal
in Al-Taef aimed to identify the reality of time management of high school
principals from the perspective of their deputies. The study concluded that the
level of time management aspects of school principals in Al-Taef City was large
and the level of time management methods of high school principals in the
same city from the perspective of their deputies a the following. The level of
self-management, mandate management and goal management were large and
that the level of synthetic time management practices of high school principals
from deputies perspective was low.
A study of time management of government school principals using 314
principals revealed that the study members spend 50-60 minutes in
performing any of the tasks entrusted to them. The mean of what the study
members spend in performing their tasks was nearly 31-45 minutes while the
most tasks that take much time rom members; 46-minutes, assessment of

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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, reinforce 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 stage, training and their
indicated style in managing time does not differ by different variables.
Hellster, in her meta-analysis study of time management concluded that
despite the widespread use of term time management, there is no universally
accepted definition of time management and no agreement regarding the skills
and behaviors that constitute time management. According to her gathered
researches, time management is most commonly defined by; a) time analysis, b)
planning, c)goal setting, d) prioritizing, e) scheduling, f) organizing and g)
establishing new and improved time habits. The result of her study in the
review of time management shows that the effective use of time has long been
recognized as a crucial factor for success in many different fields and many
practical techniques have been devised for improving time management.

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Related Studies on Teachers Time Management

Alzalabani (2013) had 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 techniques in diverse weights in this regards.
Studies show that average teaching is hard work for 54 hours per week
(Mamchark and Mamchark, 1993). What is unusual about teaching work is
that, it will not allow any extended lunches away from work or special fringe
benefits. To be honest in their responsibilities and duties teachers have to use
their time and resources in the most efficient way.
Fiore study in 2006 revealed that number one time management
problem of most teachers is dealing with paper works. That includes all the
reports, tests, attendance forms, graphs, letters, memos, mail, announcements,
materials, and requests that consume not only teachers time but their desk
space as well. Many expert estimate that all the pieces of paper that go into
their filing cabinets every year, fully 95% of it well never come out again or only
come out to go into the trash can. He even added that teachers are paper
packrats. They hate to throw away anything, they hoard paper, and move

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paper from one place to another and file, catalog, and store paper until the
proverbial molehill becomes an actual mountain.
Alzalabani (2013) study of effectiveness of time management among
teachers in Saudi Arabia found that teachers being the role model to the
students and society at large, they need to maintain time management skill not
only to complete their classroom tasks on time but also to motivate students to
follow the same in their lives as well as accomplishing duties and
responsibilities. The teachers failure to manage time will affect course delivery,
efficiency of teaching, students learning process, assessments, and the
academics at large in the long run.

Related Studies on Students Academic Performance and Teachers

Performance
RAND researchers examined the relationship between teacher quality
and student achievement by analyzing five years of math and reading
standards tests and other records from students in elementary, middle, and
high schools in the Los Angeles Unified School District (LAUSD). The data
linked individual students to their classroom teachers each year, allowing the
researchers to examine student progress from year to year and across
classrooms led by different teachers. The results of the study, which were

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similar for elementary, middle, and high schools, suggest that, while the
teacher is an important determinant of a students achievement, there was no
direct connection between the traditionally assumed measures of teacher
effectiveness and student achievement over time. While this finding poses a
problem for educators and policymakers seeking to enhance teacher quality, it
also encourages them to develop other ways to improve teaching in low
performing urban areas.
From the study of Akiriand Ugborugbo in 2009 they found that
teachers classroom effectiveness has been found to have only a minimal
influence on the academic performance of students in public secondary schools
in Delta State, Nigeria. This is due to the fact that teachers effect is not the
sole determinant of students academic outcome. Students related factors such
as intelligence, parental education, socio-economic status, and personality
which vary over very wide margins in the study area may have significant effect
in the academic performance of students in the public secondary schools.
School environment related factors such as class size, infrastructure and
facilities available in the schools may also influence significantly on the
academic performance of students and may be responsible for the observed low
performance of students when compared with the effectiveness of their
teachers.

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