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| Effect of Time Management Practice on Teacher’s Attitude and Job Satisfaction | |||||||
| Paper Id :
16488 Submission Date :
2022-09-05 Acceptance Date :
2022-09-23 Publication Date :
2022-09-25
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| Abstract |
Time management, values have potentially an important role to play. Values play this critical part in directing the course of behavior- whether one is conscious or not. This is why it is said that if the becomes more aware of values which influence him, one can be become a better navigator in terms of managing the behavior regarding time throw the turbulent waters of life span. It is not enough to only know and identity the values but one should also adhere to them. Care should be taken not to impose them on others. Values can be expressed in the language of purpose, and the statement of purpose can intern be understood in terms of values. Alongside strategies in tactics of various kinds (the means one employees to achieve them) must be policies and routines. A policy is essentially decision of a principle. It is not an Inviolable rule but a guideline. It saves time because one does not have to think every time one has two do something on every similar occasion. A lot of questions have been asked regarding policies. It is said that care should be taken to prevent them from becoming settled courses of actions, definite procedures or routines. policy should not be perceived as a rule. Some important implications as results of values, policies, routines and rules are there should be used as positive for health in managing life, and problems or crisis can be managed better if there are policies as guidelines. It helps in developing a sense of purpose and a sense of direction. Being not as stringent as rules are. They can be modified or changed in the light of experiences. Time management is to a great extent better understood is quantitative terms rather than qualitative.
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| Keywords | Time Management, Teacher’s Attitude, Job Satisfaction and Motivation, Narrative Analysis, Teacher, Professional and Personal Life. | ||||||
| Introduction |
It is well known that an hour has 60 minuabilities of teachers and each minute has 60 seconds, but still, time is experienced in different ways. Sometimes we are not Aware of it, sometimes it goes faster and sometime slower. Time has its own psychology. People- especially youth have a feeling of eternity in youth. Probably they are prodigal with time because they feel they have so much of it. Yet boredom, not knowing what to do with time, can be the other side of the coin.
This is true of all ages. Time often seems to go slowly in the dark than in the light (adaire,1988). Illusion regarding time is also prevalent. Time spent in a purposeful activity can fly fast, management of time is, thus an attractive proposition for people who are busy or going to be busy. For an ordinary man, comparative ignorance about the nature of time is not bothering some. What matters to him is that he can measure time. Clocks and watcher are indicators from ancient times till today (for example, use of sun dial) of attempts at knowing and measuring time. A commercial scene of time seems to have been born among the Italian merchant in the late middle age. Slowly and gradually, the uncertainly of lie and the fair of death made people think that time must be used to full because of its availability during a life span.
Time discipline can be applied to any end. It is a transferable skill and there is no reason why the principle of time management cannot be applied to work, social and personal life situations. Today, it has become a common analogy to compare time with money what time and many are limited resources. Therefore, time is a valuable commodity. It can be borrowed, saved or squandered. But this analogy breaks down at a certain point. Time is potentially not money. It is only when we begin to think about the ways in which it can mean money that the sense of its uniqueness come home. You can make money but you cannot make time. Thus, time is really infinitely more precious than money. Hence the analogy that time is money is operational and not a literary ornaments. As early an in the first decade of the gone by century, Bennett (1907) tried to prove that one could find time to develop certain habits even while committing he wants to manage his time well.
Some of the key points emerging from the conceptualisation thus far is that time is as mysterious as space; it is dimension in which changes happen, balanced by relative continuities. Time can be measured with exceptional accuracy (for example, by clock and watches) and this makes one more time conscious than before. Clocks have been found to exert a discipline upon people; thus; inculcating a sense of preciousness of time is money, actually time is infinitely more valuable than money. It is an undeniable fact that time is a scarce resource- if visualized in the real sense. It is irreplaceable and irreversible.
There should always be sensitive responses to the time needs. Paradoxically, to save time one must spend time. It is said that on scrutiny one would find himself as a big time waster and until and unless one comes to grips with this reality, this problem of time would be difficult to our come. The worst offenders in terms of time wastage are those whose seem to be working the hardest and longest. They may appear very busy but they are not effective. They do not manage their time well elsewhere, in the following pages, some common time Wasters have been mentioned which would highlight the importance of time management.
2. Dimensions of time management
Delegation saves time and develops subordination. It does not save the organization time for someone else’s time is used, but it improves results by making fuller use of resources. Failure to delegate eats up time, and it is often seen that if delegation is not used properly, a senior might end up doing the job or work of his subordinate, which is neither motivating nor satisfying. Delegation implies transferring initiative and authority to another for performance of agreed tasks. It also implies the process of developing subordinaabilities of teachers . It is the seal of recognition, respect and trust. It is said that art of delegation helps you acquire the most important strategic time saver.
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| Objective of study | Delegation saves time and develops subordination. It does not save the organization time for someone else’s time is used, but it improves results by making fuller use of resources. Failure to delegate eats up time, and it is often seen that if delegation is not used properly, a senior might end up doing the job or work of his subordinate, which is neither motivating nor satisfying. Delegation implies transferring initiative and authority to another for performance of agreed tasks. It also implies the process of developing subordinaabilities of teachers . It is the seal of recognition, respect and trust. It is said that art of delegation helps you acquire the most important strategic time saver.
Managing time effectively is difficult if one is not as clear as possible about the purposes, aims and objectives- both individual and organizational whether in personal or professional life, it is important to be clear about aims and goals one should take care to identify his or her own weaknesses, that is, look for symptoms which might be presenting the individual as a poor time manager. Some of the Considerations for improving time management are- never let procrastination root itself- it is a major time Robber, delegation may not save the organisation time but saves the individuals time, and, this can only be achieved through learning the art of proper delegation, meetings in any form is an art of human enterprise and essential, but are also potential time wasters Hence, lime limits for meeting should be adhered to; one should be clear about the purposes, aims and objectives at work and this leads to prioritisation of issues of work in terms of importance and urgency. |
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| Review of Literature | For who reads throw book, journals, magazines, newspapers
etc., it appears that there is considerable literature available on time
management. Looking at the concept of time management for
utilization, practical suggestions have been given by Emanuel (1982) and Taylor
and McKenzie (1986) Empirical researched examining time management as a
measurable concepts is available in very little numbers and volumes in the
field of psychology and this is because probably at the initiating and
developing stages, the psychologist thought of it as something managerial in
nature rather than worthy of probe from the industrial and organizational
psychology point of views. Time management has recently acquired significance
in the sense that quite a few correlation researches have been done and through
these, time management has been probed into by quite a few researchers. Lay and Schouwenburg (1993) examined the relationship of
time management to procrastination and behavior where time management was
conceptualized in terms of setting goals and priorities, the use of machines
and the perceived control of time. Hessing (1994) looked into time management
practices among women in relation to the workload in the organization Yoels
(1994) examined practices of time management amongst medical practitioners.
Garling (1994) investigated as to how people process time constraints on
sequences decision in planning. Orphan (1994) experimentally demonstrated the
effect of time management training on employee’s attitude and behaviours. Williams,
et al (1995),using a time management questionnaire, studied some personality
correlaabilities of teachers of time
management. Seeking into the effectiveness of the feedback on student
with reference to time and occasion and time distribution, Humanfar and Hayes
(1998) found that these do not have an effect on task completion. On the
basisof their study, Tremblay, et al (1998) advocated the use of temporal
references in managing time in dynamic situations. Orellana and Thorne (1998)
explored the process of time in an educational institution and analysed
experiences of time related data and where of the opinion that schedule of the
clock and calendar is problematic and is the cause of time management. Rhymer,
et al (1998) evaluated the effect of evaluating process on task competition and
accuracy level and found that timing procedure increased completion rate and
accuracy. In a study by Klumb and Balabilities of teachers (1999) it was found that time use across
ages was age and gender related and differences in activity levels attributed
to available resources. Jex and Elacqua (1999) studied moderating effects of
time management behaviour on stresses and strains and the results showed that
the moderating effects were not significant enough. Harvey and Pentlend (1999)
provided a time used methodology for lifestyles leading to the bases on which
empirical judgements successfully elaborate upon the concept of time use.
Robinson (1999) talks of time diary method and provides a way of recording and
evaluating experiences for better utilisation of time. Talking of time all location for daily activities,
Zuzanek and Samel(1999) focus on the relationship between time management and
lifecycle. Roll efficacy with reference to time management of professionals in
three types of organizations was studied by Biswas (1999). Francis and
Robertson (1999) studied the relationship between time estimation and time
management and were of the opinion that such behaviours enhanced a sense of
control over time. Before elaborating upon some more studies, a brief
regarding assessment of time management is worth mentioning here, Measures of
time management behaviours and perceived control overtime are necessary for and
understanding of time management and its implications and for this, an
essentiality is valid measures of time management behaviours. Researches have
taken into consideration the different structures and attempted to come to some
concrete measuring devices for time and time management. Bond and feather
(1988) proposed that the degree to which individuals perceived their use of
time to be structured and purposive might be a meaningful psychological
variable. Mudrack (1997) dwelt upon time structure and purpose in relation to
typology of behaviour indenting to maximize intellectual and productivity/
educational achievements Britton and Glynn (1989) described a simple model of
time management practices. Promising survey instruments have imaged for assessment
of time structuring and time management practices and behaviour. Among them are
“Time structure questionnaire” (Bond and Feather, 1988), “Time management
behaviour scale” (Macan, et al, 1990) “Behaviorally anchored rating scales”
Examining time urgency (Landy, et al, 1991). “Time management scales” designed
specifically for used in university settings(Britton and Abilities of
teachers ser,1991), Scales “Assessing
Self Management Practices” Such as focusing on priority task and being goal
directed (Willams, et al, 1992) and” Effective Time Management Inventory” (
Mishra, 2000). A bit of review references for researches directly reflecting
teacher’s time management and their attitudes attracted attention in the last
ten years or so, Wagner (2004) talked of time saving tips. It is associated
with the vision one has (Fredericks, 2005) and teachers and educationists need
attitudinal adjustment has been asserted by Martin (2004). That is requires
adaptation to new techniques has been suggested by Rajasekar and Philpose
(2008). Wagaman (2008) suggested that teachers need to practice time management for attitudes and focus upon their preparations for managing on issues of job and task directly. Streich (2009) dwelt upon self behaviours as manifestation virtue for teacher time management. Positive attitudes for time management practices are a must (Braley, 2009). Time management could be a fresh start for teacher’s effectiveness (Landers, 2009). It can save a lot of money time of stress of teachers if the organizations together with them resort to time management practices for attitudinal changes (Myers, 2009). |
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| Main Text |
It is true that in recent years, some progress has been
made towards this end but it requires more and more study of time management
dimensions together with its consequential effectiveness in Indian settings is
a necessity which should fill to a certain extent the void which seems to be
there as far as real time management studies are concerned. The present
research intended to look into the moderating effects of some dimensions of
time management and their relationships with measures of effectiveness with a
view to look into the monetary effects of time management dimensions for
effectiveness. An in-depth review of time management measures and its
correlates was undertaken to get the concrete aspect- certain dimensions,
which, through few in number, would amply cover the modern behaviour field of “
Time Management” it would not be out of place to mention some of the important
works which were scanned before getting to the ultimate variables/ dimensions. Time management, focused predominantly on certain managerial practices and assessment of time in terms of budgeting and utilization in quantitative terms. Absolute time (for example, clock time, schedules, punctuality, leaves and offs, etc.) became the focus of attention. Practioners of behaviour, in their eagerness to reach quick targets and short term achievements, seem to have overlooked the long term perspectives with reference to the psychological nature and consequences of time management dimensions, and their influence on effectiveness. With this framework in mind, the present research was formulated and an apt title was arrived at- given ahead “EFFECT OF TIME MANAGEMENT PRACTICES ON TEACHER’S ATTITUDE AND JOB SATISFACTION” |
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| Conclusion |
Based on the results of the present research some of the inferences conclusions are-
1. That the quantitative differences in the three samples for attitudes vide the time management dimensions are to a certain extent indicative of typology of the organization.
2. That the job satisfaction of the three samples is affected on the basis of typology quantitatively as well as qualitatively.
3. That the performance in the three samples seems to be attributable to the nature of the workload and work environment and as such their correlations with other variables are affected.
4. That the phenomena of time management and its dimensions are acknowledged by all the three samples despite the difference in their perceptions, quantification and manifestations.
5. That the typology of the organization apart from time management andt its dimensions has moderating effects on the relationships of a time management job satisfaction and be time management performances.
6. That the personnel in different samples tend to differ in the perception of most of the behavior factors.
7. That time management or it dimensions tend to emerge differently in different types of samples and their operations and importance also differs.
8. That the relationship between amongst consequential variables need further probing.
9. That the results indicate that despite differences which have been mentioned, the teachers think and feel quite a lot about the things which have been considered in the present research. |
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