Abstract
This study examined the level of time management practices among public elementary school teachers in Guinayangan District during the school year 2024-2025 in terms of scheduling of activities, goal setting, prioritizing tasks, managing paperwork, and handling interruptions. It also assessed their ancillary services performance concerning curriculum planning, curriculum delivery and pedagogy, assessment of learners’ progress, and homeroom guidance and management. A descriptive research design was utilized, and data were gathered through a survey questionnaire. The study involved 241 public elementary school teachers and 25 school heads, employing a total enumeration as the sampling method. Findings revealed that public elementary school teachers demonstrated a Fully Practiced level in all aspects of time management, with an overall grand mean of 4.38 (SD = 0.655). Prioritizing Tasks recorded the highest composite mean (4.42), while managing paperwork had the lowest mean (4.34). In terms of ancillary services performance, results showed an Excellent rating across all domains, with a grand mean of 4.29 (SD = 0.734) for curriculum planning, 4.58 (SD = 0.584) for curriculum delivery and pedagogy, 4.65 (SD = 0.560) for assessment of learners’ progress, and 4.60 (SD = 0.591) for homeroom guidance and management. The highest-rated component was Checking and Recording Learners’ Attendance and Participation (4.64), while Action Research had the lowest rating (3.77), classified as Very Satisfactory. The study concludes that while teachers exhibit strong time management skills and high ancillary service performance, areas such as managing paperwork and conducting research require further support and professional development. The findings underscore the importance of ongoing training and targeted administrative interventions in enhancing teacher efficiency and effectiveness.
