Page 1 of 10

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 09

August 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 22

Time Management Strategies as a Panacea for Principals’

Administrative Effectiveness in Secondary Schools in Enugu

State, Nigeria

Akinfolarin Akinwale Victor

Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Anambra State,

Nigeria.

E-mail: akinfolarinav@gmail.com

Abstract

This study ascertained the time management

strategies for principals’ administrative

effectiveness in secondary schools in Enugu

State. Two research questions guided the

study. The study adopted a descriptive

survey design. The study was conducted in

Enugu State. The study population

comprised all the 291 secondary school

principals’ in Enugu State. Simple random

sampling technique was used to sample146

principals for the study. The instrument used

for data collection was a well-structured 15

items researcher developed instrument

titled; Time Management Strategies for

Principals’ Administrative Effectiveness

Questionnaire (TMSPAEQ). The instrument

was structured on a four rating scale of

Strongly Agree (SA), Agree (A), Disagree

(D) and Strongly Disagree (SD) weighted 4,

3, 2 and 1 respectively. The face validation

of the instrument was established by

subjecting it to criticism by colleagues,

experts and authorities in the field of

inquiry. The cronbach alpha was used to

determine the reliability of the instrument.

Data were analyzed using mean and

standard deviation. The findings of the study

revealed that principals’ manage their time

for administrative effectiveness in secondary

schools by adopting meetings management

strategies, it also revealed that principals’

do not adopt delegation strategies in

managing time for administrative

effectiveness in secondary schools in the

areas of; allowing assistants to make

decisions regarding assigned tasks, having

complete faith in staff ability when

delegating tasks, delegating to staff

according to their abilities, and placing a

limit for task completion when delegated

among others. The study concluded among

others that principals’ do not adopt

delegation strategies in managing time for

administrative effectiveness in secondary

schools in Enugu State. Based on the

findings, it was recommended that capacity

building on effective time management

should be considered by State Ministry of

Education by organizing workshops,

seminars and conferences on time

management strategies for a successful school

administration among others.

Page 2 of 10

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 09

August 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 23

Keywords: time, management strategies,

principals’, administrative effectiveness,

secondary schools

Introduction

Timely discharge of administrative tasks and

responsibilities is of great concern to

administrators and managers in various

sectors of the economy including the

education sector. Similarly, Hallinger and

Murphy (2013) pointed out that finding time

to perform multifarious tasks is one of the

greatest challenges of leadership for school

improvement in the principals’ job. The

school system like every other enterprise has

set goals and objectives which should be

actualized at a specified period. At the

secondary level of education, the principal is

the chief executive officer of the school who

is responsible for effective management of

school resources for the actualization of

stated goal and objectives. Time is a

valuable and irreversible abstract resource

available for human progression. Whatever

achievements and biological growth of man

may be, they are achieved with time. It is

imperative to every individual, organization

and the society at large thus, must be

effectively managed.

Claessens, Van Eerde, Rute, and Roes

(2007) defined time management as

“behaviour that aims at achieving an

effective use of time while performing

certain goal-directed activities’. Time is a

scarce resource, and principals must make

decisions about how to allocate their time

among competing demands. Time-use

decisions are important for effective

leadership, as evidenced by the relationship

between principal time use and school

outcomes (Grissom, Loeb, & Master, 2012).

Effective management of time requires good

strategies and planning if goals must be

achieved. Managers should adopt time

management strategies by setting goals that

are achievable, prioritizing tasks, delegating

tasks to subordinates, avoiding unnecessary

interruptions and time wasting activities,

maintaining focus on tasks, and leading by

example. However, school administrators

spend more time on meetings and other

school activities yet, finds it difficult to

complete tasks at the appropriate time.

Setting target for meetings, ensuring timely

converge of scheme of work, delegation of

duties to teachers and students scheduling

extra-curricular activities among others are

characteristics of time management of

school leaders. Mullins (2005) pointed out

that whatever, the attributes or qualities of

successful managers are, or the qualities of

subordinate staff are, one essential

underlying criterion is the effective use of

time. If school leader is incompetent in

effective use of time, all the administrative

and managerial efforts for school

improvement will be a waste. Principals’

appropriate management of time in

secondary schools enhances teachers’

Page 3 of 10

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 09

August 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 24

coverage of scheme of work which

invariably improve students’ academic

performance. However, several time

management strategies promote teaching

and learning. These strategies according to

Macan cited in Grissom, Loel and Mitani

(2013), are settings goals and priorities,

mechanics (that is making lists and

scheduling), and preference for organization.

Similarly, Sabelis (2001) opined that one

can make use of time by applying practices

such as keeping time logs, setting immediate

and long-standing goals, prioritizing

responsibilities, constructing to-do lists and

arrangement and organizing one’s

workspace.

Graig and Steven (2014) stated that time

management practices include: short-term

and long-term goals, determining priority

and scheduling of activities and minimizing

time wasters. Long-term goals is concerned

with handling every day’s jobs over longer

time perspective by keeping follow-up of

significant dates and setting objectives (Alay

& Kocak cited in Shazia & Muhammad,

2015). On the other hand, short-term goal is

an instructional time management practice

surrounded by daily or weekly time structure

and covers the activities such as setting

objectives at the commencement of the day,

planning and prioritizing daily behaviours

and creation of work contents (Yilmaz,

Yoncalik & Bekta, 2006). Principals’

encouragement of regular teachers’

preparation of lesson plans and notes for

multiple classes each day is an essential

short-term time management strategy. Time

is a valuable asset that should be held in

high esteem in order to minimize waste in

any organization. It requires proper

utilization and management if stated goals

must be fully achieved. School

administrators should also ensure

appropriate delegation of duties to

subordinates and manage their meeting time

for a successful administration.

Heads can delegate duties to their

subordinates by:

1. Allowing assistants to make

decisions regarding assigned tasks

2. Delegating authority and

responsibility to the right person

3. Providing necessary authority,

resources and support to staff

4. Having complete faith in staff ability

when delegating duties and

5. Giving time to staff to brief you

about their assigned tasks among

others.

Heads can adopt the following strategies in

managing meetings time by:

1. Communicating meeting agenda one

day prior to meeting

2. Setting clear time limits for meetings

and tasks

3. Setting time to begin and end

meetings and stick to them