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Perceptions of Secondary School Principals in Saudi Arabia of Time Management Techniques

Fathi Mohammed Abu-Nasser

This study explored the perceptions of some secondary school principals in the eastern region of Saudi Arabia toward time management techniques. a random sample of (52) secondary school principals was selected . For the purpose of data collection, a two- domain questionnaire covering time management techniques was developed, and Cronbach alpha reliability coefficient for both domains of the questionnaire was (89.3). Findings of the study showed some time management Techniques that were adapted by school principals in their daily work, some obstacles of time management were also identified.

Success of any educational institution depends on the type of administration and its capabilities to drive the preplanned goals within the time framework set forth. The administrative work requires grate efforts and mental thinking on the part of staff running the institution during the stages of planning, organizing, directing and observing its acti- vates . With hundreds of decisions to make in a day, managing time in such a way that al- lows principals to prioritize issues effectively is a necessity. The administrative process is complex and demanding with continuous change, high stakes testing, dealing with people and a myriad of tasks both planned and unplanned(e.g. phone calls, meetings, email, discipline). Therefore, it is critical that principals take control of their lives and identify ways to efficiently make use of their time (Hager, 2006). Tracy (2004) stated that people are surrounded by others and circumstances that waste time and undermine effectiveness all day long There have been some researchers who have found principals spend the majority of their time focused on instructional leadership items (Glodt, 2006;

Dr. Fathi Mohammed Abu -Nasser, Assistant Prof, of Educational Administration, The National Research Center for Giftedness & Creativity, King Faisal University.

Correspondence concerning this article should be addressed to Dr. Fathi Mohammed Abu-Nasser at [email protected].

1984; Wells, 1993). On the other hand, there have been other researchers who have found principals spend the majority of their time focused on managerial and organizational items, lack of planning, and weak responsi- bilities to maintain time (Katz, 1987; Larry, 2003). discovered that when principals make instructional leadership a priority; then most of their time is spent in that area despite the rest of the job requirements.

Similarly researcher in Saudi Arabia asserted that although of the educational development, and the government support for school principals, they still have many problems in different aspects: planning, coordinating, developing, and time manage- ment (AL-Zahrani ,1427h ;AL-Sharari,2004; al-athayleh,2004; Al-hameedi; 1415;qothay la,1999).

The problem of time arises to school to principals because they often face the problem of performing the required works or tasks in the specified time. They focus on the time factor more that the other factors( Rino ,2000). The interest in time management started in the late fifties and early sixties of the twentieth century communication , The first scientific attempt to study the issue of time management has emerged through the book the management of time by James Mehoy in 1958(al-hameedi,1415h).

It was important to co-ordinate all the various efforts in an administration work- ing within a specific organized and planned

Saudi Arabia .. / 19

timetable. This shows us the importance of time management for school participation which requires us to high light those defini- tions which refer us to the concept of time management. Al-gbari (2000)defines time management as the art and science of the rational use of time. It is the effective invest- ment of time, and it is a process for planning, organization, co-ordination, motivation, guid- ance, follow-up and conimunication(Temb, 1411h) .Time management is a qualitative and quantitative process at the same time. Temp sees that time management can be understood as synonymous with order and regulation and the daily procedure, scheduled for work. And with time effectiveness of these items, time management is more complicated that. It is a psychological case and being ready for personal commitment and most importantly the recording of priorities and habits. In a comprehensive view of what the term time management. Time management means con- trolling , organizing and investing time for the benefit of the individual and society.

Fitzwater (1996) stated that time man- agement helps school administrators get off the treadmill. Time cannot be borrowed, stored, or recycled; thus, time management ultimately means self-management in relation to a non-controllable resource, management categorized time-wasting activities according to the level of difficulty required to correct them (Cross & Rice, 2000; Hager, 2006).

The work time and the individuals' time are linked; each of them affects the other (Atwi,2001).AccordingtoHager(2006),the following is a list of the five worst mistakes people make with their time: Spending time on concerns that are not chosen priorities, underestimating the time tasks actually take, allowing too many interruptions, saying "yes" too often, and not getting help.

Study Problem and Questions The position of school principal has be-

come complex and pressure packed in the era of accountability and high-stakes testing(Abu

Nasser,2008).Hedges(1991)foundmany ad- ministrators waste time on low priority items, often without realizing it, and only recently has research on time. Time management can be viewed as a systematic approach to taking control of the issues that confront people on a day to day basis (Emmett, 2000) Re- search indicated that most time management techniques require minimal common sense strategies (Crouch, 2005; Hemphill, 2002; Kobert 1980) Principals' responsibilities include responding to demands from faculty and staff members, parents, central office and students. On top of those responsibilities. The follower of the studies in the field of general and in educational administration in particular finds that this topic had not re- ceived great attention, few studies have paid attention to secondary school principals in the last several years and the literature has sug- gested that principals need help identifying time management strategies to be successful instructional leaders and managers (Ken- nedy, 2002). Studying time management in schools, and identifying its obstacles has a high importance in achieving the objectives and the plans of the educational process, so this study problems was to answered the following questions:

1. What is the perception of secondary school principals of time management ?

2. What are the main obstacles to the ap- propriate investment of time allotted to the administrative process as seen by secondary school principals?

Study Objectives This study explored the perceptions

of school principals of techniques of time management. It also sought to identify some obstacles of appropriate time management in schools.

Significance of the Study Significance of the study lies in its at-

tempt to explore issues and concerns related to appropriate use of time by school principals

20/ Journal of Instructional Psychology, Vol. 38, No. 1

in their daily administrative activities. Explo- ration of such issues and concerns is critical as it leads to figure out effective strategies for helping principals manage allotted time productively, which in turn leads to success- ful accomplishment of duties and/or tasks of school administration.

Limitations of the Study There are two limitations to this study.

First, this study focused on secondary school principals in the eastern region of Saudi Ara- bia which are only a sample of all principals nationwide, second it's limited to the most important obstacles to the administration of time allocated to school Administration.

Definitions Time management: The discovery and

application of the most efficient method(s) of completing assignments or tasks of any length in the optimum time and with the highest quality.

Methodology The descriptive approach was used in

this study that describes the most important factors in a particular position in addition to its interest in the analysis and interpretation of what is described previous studies.

Study Findings Findings of question no 1: What is the

perception of secondary school principals of time management ?Means of the responses of study sample were used on a measurement of five scale . The mean (3) is considered to stand for the response medium. table ( 1 )sho WS the results .

Table (1) shows that the most important strategies of time management that got a high percentage is: to make sure of the capaci- ties, of the individual to perform the tasks that are delegated to them. That means the delegation of tasks to the individuals and then to follow them and to make sure they perform the work delegated to them properly has a great importance for the rest of the

Table 1 Ranks an/] mpans of stratégies Items

Rank

1 2 3 4

10 ] ]

12 13

Strategies

Make sure of the capacity of the individual to perform The tasks that are dplppatp.d tn them To have a plan to achipvp, thp, poals F.vaiiiate. goals that have been achieved that were set in Advance. Form committees with expertise and high e.fficiencv Help the employees to develop and improve their Performance Identify the goals that are to be achieved accurately and Clearly Encourage the employees in meetings to express Themsp.lvps

KnowleHpe of errors throngh avoiding them in the. future. The use of thp manappment method that is compatible. With thp pvp.nt

Investment of the available human and material resource To achieve the best results Provide encouragement and psychological support to the Employees Prioritization of tastes to he achieved by the degree of Importance Thp. p.mnlovees should take, nart in decision makinp to fpp.l Resnonsible Reduce the unintended mistakes of the employees and try To treat them

Means

4 43 4.32 4.23 4.19

4.01

3.96

3 89

3.81 3 34

2.23 3.11 3.10 3.00 9.97

Saudi Arabia.. / 21

methods of time management. This result matches, the results of these studies:(Glodt, 2006; Darash & male, 2004 ; Mahoney 1998; AL-Sharari, 2004).

Findings of equation no 2: What are the main obstacles to the appropriate investment of time allotted to the administrative process as seen by secondary school principals?

Frequency Ratings of response of the members of the study sample of school principals were used about the most important obstacles of time management. And it was as in Table 2.

The table shows that the most significant obstacles were those concerning the admin- istrative pattern and the level of training of schools principals to follow the scientific methods of time management which requires the development of training programs, to school principals, dealing with aspects of time management .As the tables show that the social aspects and the social pattern play an important role in wasting the time of the mem- bers of the study sample Interviews increases during work, as well as telephone calls. These results match the results of Al-Zahrani 's study (1427h) and AL-sharari's study (2004) and AL-Adhayler's study (2004).

Recommendations of the Study The current study recommends adopting

the strategies of time management that got high percentages. Also it recommends the need for good planning of the administrative process and to identify the job description for their employer, and to train school principal on the modem strategies of time management.

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Table 2 Ranks and Frequency Ratings of the Obstacles of Time Administration

as Seen hv StiiHv Rank Ohstacles Freqiipnny Rating«:

Poor planning of time and managing it in a Scientific way

The lack of sufficient administrative powers To administrative, school affairs

Many problems of students or teachers that Require confiniioiis follow up

Many problems of students or teachers that Requirp. continuous follow np 15%

Unofficial interviews during the official work 14%

The absence of clear and accurate job description For all schools personnel n% Telephone calls

Tnfal

22/ Journal of Instructional Psychology, Vol. 38, No. 1

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