| dc.description.abstract | This study set out to investigate the factors influencing principals'
time management practices in secondary schools in Uasin Gishu
District. In particular, the study sought to establish the principals time
management practices in focusing on performance goals, priorities,
analyses, plans and schedules, paper work, interruptions, travel,
procrastination, stress and balance, as they performed their
administrative roles, which include school plant management, personnel
management (staff and students), school community liaison, and
evaluation. Their perception of how they dealt with the foregoing time
management aspects was determined in relation to their age, sex,
academic qualifications, administrative experience and school size,
category and geographical location.
To achieve this purpose, a questionnaire was used as the sole
data collection instrument to gather data from the sampled 38
principals. Part A of the questionnaire was used to gather demographic
and school data from the subjects. Part B was used to gather data on
11 time management aspects on a 5-point Likert Scale. The conceptual
framework depicted the relationship and the effect that time
manaqement practices can have on school administration and
consequently on achievement of school objectives.
All the 38 principals returned statistically usable questionnaires.
The raw data was checked, coded and transferred to a computer sheet.
It was then analyzed with the assistance of a data analyst. The
analyzed data was presented using frequency distribution tables and
discussed descriptively using qualitative descriptions.
Over 70% of the principals recorded effective time management
practices in dealing with the following aspects: setting annual
performance goals, reviewing long range goals, listing and prioritising
tasks to be performed, scheduling tasks and analyzing them,
maintaining flexibility, analysing tasks, sorting out paper work, and in
collaborating with others in the school. Poor time management
practices were particularly recorded by more than 50% of the principals
on procrastination, management of time in business trips, keeping
records of how time was spent, managing accidental crisis, punctual but
streneous task completion and in handling simple as compared to
complex tasks.
The study concluded that time management practices have an
impact on school management, realization of individual and
organizational objectives and can create harmony or conflict between
individual and organizational interests. The study recommended
introduction of a time management course in the teacher-training
curriculum. It also recommended seminars, workshops and refresher
courses JO equip principals with knowledge, skills and attitude on proper
time management practices. Immense flexibility, balancing time to
perform various tasks and prioritizing tasks were also recommended for
effective administrative task performance. Delegation of simple tasks to
the subordinates, cooperation with them (subordinates) to avoid
overburdening oneself was also recommended. The final
recommendation was that the principals should set aside discretionary
time from response time. | en |
