Exploring Time Management Skills of Prospective Teachers

Abstract

Effective time management is very important for prospective teachers, as it enables them to balance their academic and personal responsibilities within their lives while maintaining overall well-being. At the university level, all prospective teachers are prepared for multitasking in a variety of situations, like their professional lives. Many prospective teachers are facing problems managing their time. Struggling with time management leads to stress, missed deadlines, and reduced productivity. The main objectives of this study were to assess the existing level of time management skills of prospective teachers and to identify the areas where they face challenges in managing their time. The study followed a quantitative descriptive research design. This study assessed the existing level of management skills among prospective teachers using the Time Management Survey. Pilot testing was conducted, and Cronbach’s alpha value was 0.822. No significant difference was found between BS and B.Ed. students in time management skills (t = 1.34, p = 0.18), although BS students had a slightly higher mean score. However, within the B.Ed. Program, 5th-semester students showed better time management skills than 1st-semester students, indicating improvement with academic progression. Based on these findings, the study recommends there is a need for specialized training programs to enhance time management skills among prospective teachers. By fostering self-regulation, structured reflection, and targeted time management training, these practices can help prospective teachers develop sustainable time management habits. Ultimately, these interventions can improve academic performance, productivity, and overall effectiveness.