Time Management Practices and Their Influence on the Teaching Performance of Higher Education Teachers in Selected Institutions in Zamboanga City

Abstract

This study addresses the persistent challenge of heavy workload and competing responsibilities among higher education (HE) teachers, which often lead to poor time utilization and inconsistent instructional quality—an issue that remains understudied in the context of Region IX, Philippines. It aimed to determine the time management practices of HE teachers in planning, instruction, research and extension, co-curricular activities, and professional development; assess their teaching performance; identify differences in ratings across groups; and analyze the relationship and predictive influence of time management on performance. Using a descriptive-correlational and causal-predictive design, data were collected from 191 faculty members and 382 students from four public and private HEIs in Zamboanga City, using validated survey instruments. Results showed that teachers practiced time management at a high level (“Often” to “Always”), with the highest rating in planning and the lowest in research and extension. Teaching performance was rated “Very Satisfactory” overall, with “Outstanding” ratings in classroom management and personality. Significant differences were found between public and private institutions in research engagement, and between faculty and student ratings in subject mastery and instructional skills. Statistical analysis revealed a moderate, significant positive relationship (r = 0.622, p < 0.001), with time management explaining 38.7% of the variance in teaching performance. Planning, instruction, and co-curricular activities emerged as significant predictors. The findings provide empirical evidence that effective time management is a key factor in improving teaching outcomes. Practically, this study offers data-driven recommendations for school administrators to design workload policies, provide institutional support, and enhance faculty development programs aligned with CHED standards.