# Original Article Influence of Time Management on Administrative Effectiveness in Higher Institutions in Ekiti State, Nigeria

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3 Table 2: Level of administrative effectiveness in higher institutions Frequency percent Valid percent Cumulative percent Valid Low Moderate High Total Table 2 shows that administrative effectiveness in higher institutions is 9.5 low, 76.7 moderate and 13.8 high. It gives the idea that generally, administrative effectiveness is moderate in the schools. Question 3: What are the influence of planning, procrastination, prioritization and scheduling administrative effectiveness? Table 3: Multiple regression analysis showing the influence of planning, procrastination, and prioritization and scheduling on administrative effectiveness Model B Std. Beta R R 2 Error Constant Planning x Prioritization x Scheduling x Procrastinationx Dependent variables: Administrative effectiveness. From the above Table, the regression model is specified as follows: Y=a+b 1 x 1 + b 2x 2+b 3x 3+b 4x4 = x x x3+b4x 4 Std Error= (.471) (0.048) (0.019) (066) (0.010) Table 3 shows that procrastination has much influence on administrative effectiveness with a beta weight of (60%). This is closely followed by Prioritization with a beta weight of (48%), planning with a beta weight of (16%), while the variable that has the least impact is on administrative effectiveness is scheduling with a beta weight of (12%). There is relationship between the variables of time management and administrative effectiveness as represented by a correlation coefficient of The coefficient of determination R 2 was It implies that the above variables of time management explain up to 99% variation in administrative effectiveness. The remaining 1% variation was largely due to other variables not specified in the model. The regression model is significant in terms of its overall goodness of fit (F= , P<0.05). Hypothesis: Time management is not related to administrative effectiveness in higher institutions. Table 4: Pearson correlation of time management and administrative effectiveness in higher institutions Variable N Df r-cal r-table Time management Administrative effectiveness p<0.05 Table 4 shows that r-cal is 0.735*and r-table is The r- cal is greater than r- table at 0.05 level of significance. Therefore, the null hypothesis is rejected. This implies that there is significant relationship between time management and administrative effectiveness. DISCUSSION The study showed that time management of administrators in higher institutions is moderate since it was 10.3 low, 77.6 moderate and 12.1high. Although it was moderate, there is still room for making it high. 63 P a g e

5 Bulter and Hope (2007) time management to them is managing selves and activities and how managers of an organization spend their time on their job determines to a large extent the productivity level of the organization and its effectiveness and efficient performance, profits and survival of the individuals and the organization as a whole. CONCLUSION Based on the findings of this study, the following conclusions are drawn: Time management is vital to the administrator s effectiveness. Therefore, paying more attention to planning, prioritization, scheduling and reducing procrastination would improve the manager s effectiveness and realizing school goals. RECOMMENDATIONS Based on the findings of this study, the following recommendations were made: Educational stakeholders, especially those in higher institutions like Vice Chancellors, Rectors, Provosts, Registrars, Bursars and Librarians have to be conscious of time in discharging their duties taking the lead from the fact that the level of administrative effectiveness is moderate, so that it can be high. Since procrastination among all the variables has much influence on administrative effectiveness according to the findings, deadline should be insisted on to avoid piling up of administrative work. REFERENCES 1. Achunine, R. N & Irondi E. O (1998): (Eds) Management and administration of secondary education in Nigeria, Lagos: Totan publishers Limited. 2. Ajayi, I. A & Ayodele J. B (2001). Introduction to educational, administration and supervision. Lagos: YPPS. 3. Akomolafe, C.O (2005). Principal s time management ability in secondary Schools in Nigeria. Nigerian Journal of Educational Administration and Planning 5, (1) Breznitz, S. (1986). Anticipatory stress and denial. New York: InternationalUniversity Press. 5. Butler, G. & Hope T. (2007). Managing your mind, the mental fitness guide, New York: Oxford University press. 6. Edem, D.A. (1987). Introduction to educational administration in Nigeria. Lagos: Spectrum books Limited. 7. Ferrari, J. R (1995). Procrastination and time avoidance research treatment.plenum Publication. USA: 8. Fiore, A. (2006). The Now Habit: A strategic program for overcoming Procrastination and enjoying guilt-free play. New York: Penguin group 9. Gerard, M. (2002). Negative influences of time management. Com/timetips52.asp 10. Knaus, W. J (1996). Procrastination. New York: Institute for Rational Therapy. 11. Morgenstern, J. (2004). Time Management from the inside out: the fool system for taking control of your schedule and your life, (2nd Ed.) New York: Henry Holt Owl Books. 12. Quek, T. (2001). Procrastination. C. E. O. Desterity soft ware. 13. Raymond L.B. (2008). Achieving objectives made easy. Practical goal setting tools and proven time management techniques. Maarcheeze: Coaching. 14. Wiegers K.E (2009). Ability grouping in the middle grades: Achievement Influences and alternatives. New York: Carnegie Adolescent Development. 15. Wiegers, K.E (2010). Prioritization Soft ware Requirement, (2 nd Ed). Redmond, W.A: Microsoft press. 16. Yager, J. (1999). Creative time management for the new millennium. Benin City: Self- improvement publishing. 65 P a g e

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