Time Management Practices, And Interpersonal Communication among School Administrators: Their Influence on the Teachers’ Motivation for Effective Teaching Performance

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Renato T. Torreres, Jenena C Delfin


This descriptive-correlational investigation determined the effectiveness of time management practices and interpersonal communication of school administrators and their influence on the teachers’ motivation for effective teaching performance among state universities and colleges (SUCs) in Panay. The respondents of this study were randomly chosen 130 school administrators and 307 faculty members proportionately distributed to the main and external campuses in Panay. They were classified according to categories of variables, age, gender, civil status, length of work experience and educational attainment. The statistical tools used for descriptive analysis were the means and standard deviation and for inferential were the t-test for independent samples, one way analysis of variance (ANOVA), the Chi Square and the Stepwise Multiple Regression Analysis.  The level of significance was set at .05 alpha.  The Statistical Package for Social Sciences (SPSS) software was used for the data processing.It was revealed that the school administrators’ time management practices were very highly effective, and teachers were highly effective. On the other hand, school administrators’ and teachers’ interpersonal communication were both very highly effective. Teachers’ motivation for effective teaching performance showed that teachers were highly motivated and the school administrators’ perception of the teachers’ motivation for effective teaching performance also showed that they were very highly motivated.Out of the findings, it can be concluded that the school administrators’ time management  practices and interpersonal  communication were very highly effective, in their interpersonal communication were also very highly effective, while  teachers were highly effective. Teachers’ were highly motivated in their teaching performance.It is recommended, therefore, that teachers’ motivation for effective teaching performance should be given extra effort to improve their performance efficiently and effectively.

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