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The purpose of this chapter is to present the research methodology,

research locale, respondents of the study, sampling procedure, research
instruments and statistical treatment.

Research Design
This study made use of the descriptive method of research to
determine the time management and performance of the teacher
respondents. Most educational researches used this design due to the
fact that the type of information generated by descriptive research are
valuable baseline data for policy-formulation and decision making among
others. In this study, the baseline information gathered from the teacher
respondents on their time management skills and performance were
considered useful in designing a training program for teachers.

Research Locale
This study was conducted at Gingoog City Comprehensive National
High School (GCCNHS). GCCNHS is biggest public secondary schools in
the Division of Gingoog City headed by School Principal II. It has a total


students population of two thousand seventy (2,070), and one hundred

three (103) for teachers total population. GCCNHS has eighteen (18)
sections for Grade VII classes, Fifteen (15) sections for second year, and
fourteen (14) sections for third year and thirteen (13) for fourth year, one
(1) open high school section with a total of sixty one (61) sections.
GCCNHS has offered different curriculum and program such as
Revised Basic Education Curriculum (RBEC), Special Program in the
Arts (SPA), Science Curriculum (Sci Cur), Open High School Program
(OHSP), Skills Technological Vocational Education Program (STEVEP)
and Special Education Program (SPED).
GCCNHS has sixty (60) total classroom, nine (9) offices, two (2)
libraries and one of that is the Divisions Library Hub, three (3) canteens,
three (ICT) Laboratory room, four (4) industrial arts room, one (1) SPED
resource room, one (1) clinic, two gates and on- going covert court.
GCCNHS is known for its high caliber of seasoned and expert
mentors. With the total number of one hundred three (103) teachers and
out of one hundred three (103), twenty-five (25) of that had already
graduated in their post and graduate studies. In short, one is full-fledged
Ph.D. holder and six (6) have units in doctoral degree, fifty-eight (58) for
masters degree units and twenty (20) without MA units.


This school is located at the heart of the city. This is nestled and
cradled by two private school institution namely; Christ the King College
(CKC) and Gingoog City Christian College (GCCC) and is located at the
National Highway Gingoog City. It is positioned in the heart of the city. It
is found in the northern coast of Misamis Oriental, 122 Km east of
Cagayan de Oro City and 72 Kms west of Butuan City. Gingoog City is
dubbed as the Vacation City.


Figure 1. Map of Gingoog City


Respondents of the Study

The respondents of this study were the GCCNHS faculty members
for SY 2012-2013. There were 103 teachers but only ninety four (94) had
returned the survey questionnaires.
The said faculty members of GCCNHS taught solely in their areas
of specializations. They were teaching in either first or second shifts class
schedules designed by the principal to address the over-populated class
size of each classroom. They had strictly followed their eight (8) hours
official time as mandated by the civil service law.

Research Instruments
The researcher used only one survey questionnaire which was
adopted from Shazad and Khurshid (2011) and was being modified by
the researcher for her study. This survey questionnaire was also used by
Sapsford and Juff (1196); Shaughnessy, Zechmeister (2000); and, Davis
(1997) studies and considered as highly structured and most common
method of data collection for time management.
The first questionnaire is divided into nine sections under the












general information, meetings/cellphone used/time wasters.

Part 1 asks about the profile information of the respondents such
as name, designation, length of service, marital status, gender, age,
qualification or field of specialization. Part II contains about 2 questions
relating to setting objectives/tasks and Part III contains 5 questions
concerning planning priorities/scheduling, Part IV contains 5 questions
regarding delegation of authority and Part V contains 6 questions about
the office routines such as arrival of time in the office, leaving time from
the office, time spend on reading newspaper, discussion and domestic
problems in office, Part VI is about time spent on lunch and tea breaks,
travelling and commuting time contains 5 questions and Part VII
obtained general information about consumption of time and it contains
6 questions. Part VIII contains 9 questions regarding time spent on
meeting, telephone and receiving official visitors and last section asks
about three biggest time wasters.
Most of the questions in this questionnaire are in the form of a
Likert Scale ranges from always, usually, sometimes and never.
However, some question provided multiple choice to the respondents and
few are on the yes, no format.


Other instrument was the interview guide done by the researcher

to find out the reasons for their answers. For Time Management, the
following scale was used:
3.51 4.0

Very Effective Time Management Skills

2.50 3.50

Effective Time Management Skills

1.51 2.50

Moderate Time Management Skills

1.0 1.50

Poor Time Management Skills







performance with the following scale:

3.51 4.0

Highly Proficient

2.50 3.50


1.51 2.50


1.0 1.50

Below Basic

For Academic Performance Descriptive Rating:


Above Average

75 79


70 below

Below Average

Data Gathering Procedure




The researcher asked permission for the conduct of this study from
Division School Superintendent through channel from Assistant Schools
Division Superintendent. The researcher being the principal of the school
informed the department heads of the school during the department
heads meeting on the conduct of the study. She prepared the
questionnaires according to the numbers of the respondents.








respondents that few of the time for the said meeting would be used to
float the researchers questionnaires. However, there were nine teachers
who failed to return to return the instrument that is why instead of one
hundred three (103) there were ninety-four (94) returned. Some of the
teachers also were in seminars and so some were absent.
After the survey, the data were tallied and sorted. Then after
analyzing the result, the researcher conducted an in depth interview to
gather more data that would widen the result of the survey. She had
randomly selected three (3) teachers every department as her another set
of respondents for interview.