SCHOOLS ADMINISTRATORS VIEWS ON TIME MANAGEMENT

Transcription

1 European Journal of Educational Studies 5(3), Ozean Publication SCHOOLS ADMINISTRATORS VIEWS ON TIME MANAGEMENT IBRAHIM HABACI Canakkale On Sekiz Mart University, Faculty of Education,Educational Sciences, Management of Education, Canakkale, Turkey address for correspondence: Abstract: For education to be effective and sustainable, educational administrators must prepare their educational programs in a logical and orderly manner. It is essential that education be continuous and sustainable. All individuals involved in education should be a part of the system so that the desired behavioral changes can be observed on the students. It is crucial that the timing of educational programs be well planned and managed so that the potential problems in the instructional process can be predicted and eventually solved in a timely manner. The responsibility of managing time affairs in schools belongs to the principal and the viceprincipal. The present study was carried out to investigate how school principals and vice-principals manage their own times. The literature on time management of educators was reviewed carefully and it was seen that only teachers views on time management had been studied earlier by some researchers. However, it is important that the views of principals and vice-principals, who are the highest authority in school with the power to supervise all the other personnel, be also studied and analyzed. This study is quantitative in nature. In the study, important statistical data were collected and based on this, some conclusions are drawn and a few suggestions are made. In order to ensure that education is carried out properly within the scope of school system, it is essential that all units constituting school maintain their functionality in an orderly manner. That educational program is carried out and completed within the given time necessitate a good time management. Those who will regulate and plan the time management, and fix the problems that may arise are the school principals and vice-principals.the purpose of this study is to observe how the school principals and viceprincipals use their time, and to see how they use it in a more functional manner while programming educational activities, and to have knowledge of how they manage time. Starting and finishing the educational activities in a timely manner within the planned framework are as important as the education being quality, proper and successful. In all institutions offering formal education in Turkey, namely the schools, those who are primarily responsible for maintaining education in a planned manner are the school managers. All kinds of educational opportunities in the atmosphere of school are created in association with their high level of self-fulfillment, sense of discipline, capacity to use the time efficiently and approach to education programs. For this reason, all kinds of activities conducted by administrators are significantly important. This study, on the other hand, is of importance as it has drawn some conclusions on whether they have noticed the time traps or not and made some suggestions. This study has been conducted on the administrators of the schools located in the City Center of Çanakkale Province. The data obtained reflect the status of the administrators of the schools located in the City Center of Çanakkale only. While the study addresses to a broader group of administrators due to some of its aspects, it grounds on the views of the administrators of the schools in this vicinity due to its other aspects. If this study was conducted elsewhere, different conclusions may have been drawn and different findings may have been obtained in terms of statistical data. Considering these aspects of this study, we can say that it is limited to the City Center of Çanakkale. Furthermore, the data obtained is limited to Time Management Inventory used in the study as well. Again, different conclusions may be drawn in case some other scales and surveys are used. Key Words: School Principal, Vice-Principal, Time Management, Time Management Inventory. 361

2 INTRODUCTION It is seen that keeping oneself up-to-date with the latest innovations created by rapid change and development in the world and adopting them, using own capacity correctly, making efficient use of opportunities and possibilities in the society, accommodating oneself to new situations, improving oneself and relevant society are closely associated with the level of education. For this reason, the greatest task falls to education during the transformation experienced in our era (Kaykanacı, 2000). In order to ensure the functionality of education system, individuals that have been trained in this field (teachers, administrators, and other personnel), individuals that will receive an education (students) and a place where education will be offered (school) are needed. An education system, which is planned and prepared beforehand, is needed to ensure proper operation of all these components. In this education system, which is prepared beforehand, every step is included within a certain time schedule and program in an orderly manner. Here, time comes to the forefront. Time management is of importance for the appropriate operation of the education program. The individuals, who will provide the functionality of time management on the basis of the smallest unit (school), are the school principals and vice principals. The effectiveness of an education system is dependent on the effectiveness of schools with a basic system. The effectiveness of a school means the achievement of organizational, administrative and educational objectives at a planned (projected or expected) level (Başaran, 2000). All administrative and educational activities should be maintained simultaneously and in concordance to fulfill what is expected from the education season, and this can be achieved only with a well-planned time management. As a means of education assisting the administrators in labor-intensive organizations in organizing the time better, time management is originated in Denmark and has spread all around the world. Nowadays it has become one of the most important factors of success especially in professional work life (Koch, 1998; Akt: İşcan, 2008). Time management is a personal performance improvement technique, which is deemed important for achievement of goals, supervision of the works performed and improvement of the self-motivation. It is the designation of time allocated for each area of activity, which are important in terms of time management (Ölçer, 1999). The discipline and solemnity of the individuals involved in the administration in the field of education will be reflected on the educational environment. For this reason, an administrator, who is aware of his/her responsibilities and duties, should always administer discipline. In case necessary steps are not taken in a disciplined and planned manner, operations will be interrupted in the educational environment and disruptions will be observed in the success of the school. Therefore, it is of a great importance that an education manager knows what to do and when to do it. Time management is a sub-discipline seeking answers to questions how the time can be used efficiently, what should be done, which actions should have priority and how the time traps can be avoided (Fidan, 2005). Time Traps As people are social beings, they have to interact with other people. However, the redundancy of communication in social life can cause the shortening of time that a person allocates for him/her. Especially in times, when we have a lot of work to do all kinds of sudden and unexpected situations can prevent us from managing time. Individuals involved in education, especially the administrators have to use their time efficiently. The inefficient use of time will cause the administrators to spend time for the same issue once again, and this will lead to interruption of works in the educational institution. An administrator should be aware of the situations that make them lose time and take action accordingly. There are some general reasons that make individuals, especially those in the administrator position, lose time. In general terms, these are called time traps. These time traps can be listed as follows: Arranging Unproductive Meetings: Within an education season, 2 parent-teacher meetings, 3 teachers' meetings, branch meetings in accordance with the number of teachers and occasional meetings regarding the notifications received from District National Education Directorate or the Ministry of National Education are held. Almost all long and unnecessary speeches to be made by an administrator in such meetings are time traps. The long and unnecessary speeches made will both bore the target audience and prevent meeting from reaching its goals. Making No Plans/Planlessness: An individual employed in the administrator position within an educational institution is required to plan his/her tasks. An administrator that does not make any plans 362

3 for his/her tasks in the educational institution will start not to perform the necessary tasks. The tasks that are performed without plans will cause other tasks to be delayed. For instance, an administrator is required to have daily/weekly/monthly plans. Delaying/Deferring: Individuals constantly delay completing some tasks intentionally or unintentionally. Various psychological and circumstantial factors lie behind this situation (Türkel, 1996). If an individual acts in a disciplined/planned manner in normal life, this will reflect that individual s working life as well. Yet, the opposite of this situation is also possible. The habit of postponing causes works to pile up continuously, which will lead to the completion of only important works. Untidiness/Lack of organization: The untidiness of the individuals who live their lives without planning or do not have a habit to make plans will reflect on their working environment as well. Not tidying up his/her room or desk, not keeping the room in a proper working style will cause them to visit their room less. The fact that their working-materials are not in their proper positions, and that they do not arrange their schedule, and that the room is not clean enough causes them to lose time. When they enter into their room to complete a work, they will notice that the room should be cleaned first, which will lessen the time granted for the completion of that work. Not following-up the works: The most authorized and responsible person assigned by the administrator in an educational institution is the vice principal. If the administrator does not supervise this person to see whether or not s/he is managing with the tasks given to him/her, it will be seen that this person will start acting unwilling to perform these tasks. Uncompleted or postponed tasks and works mean another responsibility to fall on the administrator, and these uncompleted works will constitute time traps for the administrator. Trying to carry the responsibility on other individuals shoulders: There are some responsibilities that fall on the administrators, teachers and personnel within the school. Everyone is aware of their tasks and what they will do. However, some administrators try to carry the responsibility on other individuals shoulders. For example, while it is the vice-principal s task and duty to follow the absenteeism and attendance of the students, they try to have the teachers do it. Due to their own workloads, teachers do not continuously perform this task, which turns into a time trap as an accumulated workload for the principals and vice-principals in the later periods. Complaining about the heavy workload: Although it is observed that the administrators complain about the works they generally do, they try not to show their superiors how they feel about it. They always complain about the additional tasks given them by the Ministry or Directorate of National Education. In fact, this complaining causes works to be delayed because they spend more time telling about this than the time actually allocated for these tasks. These situations constitute time traps once again. Not putting the works in order: One of the time management skills an individual can obtain is to know the priorities and have the capacity to put them in order (Erdem, 1998). The amount of the works to be completed in an educational environment is observable. However, it is necessary to put them in order. During this organization of the works, the emergency, importance and advantages thereof should be considered. For example, when the photocopier in the school is broken down, the administrator will be exposed to the complaining of the teachers. Rather than explaining this situation to the teachers individually, the administrator should solve the problem related to the photocopier, which will gain him/her time. Undesired habits of the administrators: Some habits of people cause them to allocate time for these habits continuously in their lives. The high amount of the cigarettes being smoked during the day will increase the amount of time allocated for this habit. For example, going out of the school garden to smoke cigarettes, and doing this many times a day will waste at least an hour a day. This constitutes a time trap. Non-compulsory phone calls and aimless internet surfing: In order to prevent phones from turning into a time traps and ensure their proper use, non-compulsory phone calls should be avoided, papers and pens should be available to note down the messages, the message to be delivered should be determined beforehand, the message should be clear and delivered accurately, and also being good listener is an important asset for this matter (Tengilimlioğlu, 2003). Apart from the phone calls, some situations such as surfing the internet aimlessly, logging in the social networks, and watching videos are time traps as well. Sudden visits and additional works to be performed: The number of the individuals visiting the school administration varies according to the location and surroundings of the school. Parents visiting almost every day, official visitors stopping by some days, and school inspectors visiting at certain intervals 363

4 pose a hindrance for the works to be performed by the school administration. Besides, it is an additional work that the grad students or individuals who left the school because of various reasons during the academic year visit the school administration to ask for diploma or certificate. These are time traps, and the number of the individuals visiting the school within an academic term for such reasons is significantly considerable. Not attaching importance to other personnel and holding them at bay: The mutual communication in an educational environment ensures a more appealing school atmosphere. However, the fact that those included in the school administration think that they are the only individuals knowing all about the school will reduce the amount of communication among the school administration, teachers and other personnel. Consequently, the teachers will only show up to give lectures. An administrator who keeps the teachers at bay will not be able to ask for help, and even if s/he asks, the teachers will make up excuses not to help him/her or they will help unwillingly. This will cause a situation in which all the works related to the school are performed by the administrators only. This will create another time trap. Administrators not being able to maintain a proper relationship with the vice-principals and teachers: The relationship and communication observed between the school principal and the personnel employed in the school should be maintained at a proper level. While extra strict and intolerant attitudes cause personnel to show up for school unwillingly, an extra soft and flexible approach will cause viceprincipals, teachers and other personnel not to perform their duties assigned to them by the administrator. For this reason, the workload on the shoulders of administer will increase, and discipline will not be able to be administered in the school. These will form different time traps as well. Population and Sample For this study conducted in the second term of the academic year , 28 principals and 46 viceprincipals employed in 57 schools such as primary and secondary education within the city center of Çanakkale Province have been consulted. The opinions of 74 administrators in total have been considered. There are 149 school administrators in the city center mentioned above (canakkale.meb.gov.tr). The number of the administrators included in this study comprises 49,66 % of the total number. This number is sufficient, since the sample is rarely required to be over 10%. If the target population contains 1000 individuals, experienced researchers consider the sample size to be either 100 or close to 100. If this population contains 5000 individuals, the lowest practical sample size can be either 100 or max 500 or 10 % of the entire population. If this population contains either or more individuals, many experienced researchers use a sample size ranging from 200 to 1000 (Allreck and Settle, 1995; Akt: Şeker, 2006). Table 1: The profile of the study sample according to the gender Male Female Total Principal Vice Principal Total Considering the number of principals and vice-principals included in the study, it has been seen that the number of principals is 28 (26 male, 2 female); the number of the vice-principals is 46 (38 male, 8 female). The ratio of the male administrators within the total sample is 86,48% while this ratio is 13,51% for the female administrators. 364

5 Table 2: Profile of the study sample according to the seniority Seniority Status Number Ratio (%) 1-5 Years 2 2, Years 10 13, Years 10 13, Years 18 24, Years 21 28, Years 13 17,56 Total Considering the seniority status of the principals and vice-principals included in the study; it has been seen that the number of those with a seniority status of 1-5 years is 2 (2,70%), of those with a seniority status of 6-10 years is 10 (13,51%), of those with a seniority status of years is 10 (13,51%), of those with a seniority status of years is 18 (24,32%), of those with a seniority status of years is 21 (28,37%), of those with a seniority status of 26 years and over is 13 (17,56%). Table 3: Profile of the study sample according to the educational background Academic Degrees Number Ratio (%) Associate's degree 10 13,51 Bachelor s degree 56 75,67 Master s degree 8 10,81 Total 74 99,99 Considering the educational status of the principals and vice-principals included in this study; it has been seen that the number of administrators with an associate s degree is 10 (13,51%), of those with a bachelor s degree is 56 (75,67%), of those with a master s degree is 8 (10,81%). Table 4: Profile of the study sample according to the marital status Marital Status Number Ratio (%) Married 69 93,24 Single 5 6,75 Total 74 99,99 Considering the marital status of the principals and vice-principals included in this study; it was seen that the number of married administrators is 69 (93,24%), while the number of single administrators is 5 (6,75%). 365

6 Table 5: Profile of the study sample according to reading status for publications related to Reading publications related to the effective use of time the effective use of time Number Ratio (%) I read 46 62,16 I sometimes read 21 28,37 I do not read 7 9,45 Total 74 99,98 Considering the principals and vice-principals reading status for publications related to the effective use of time ; it has been found out that the number of those responding to this statement as I read is 46 (62,16%), of those responding to this statement as I sometimes read is 21 (28,37%); of those responding to this statement as I do not read is 7 (9,45%). Table 6: Profile of the study sample according to the branches Branch Number Rate (%) Classroom Teacher 34 45,94 English Teacher 6 8,10 Turkish Teacher 8 10,81 Science and Technology Teacher 6 8,10 Social Studies Teacher 5 6,75 Preschool Teacher 10 13,51 Mathematics Teacher 3 4,05 Physics Teacher 1 1,35 Turkish Language and Literature Teacher 1 1,35 Total 74 99,96 Considering the branches of principals and vice-principals included in the study, it has been seen that there are 34 (45,94%) Classroom Teachers; 6 (8,10%) English Teachers; 8 (10,81%) Turkish Teachers, 6 (8,10%) Science and Technology Teachers; 5 (6,75%) Social Studies Teachers, 10 (13,51%) Preschool Teachers; 3 (4,05%) Mathematics Teachers; 1 (1,35%) Physics Teacher; and 1 (1,35%) Turkish Language and Literature Teacher. The information related to the sample is listed as above. However, the questions included in the Time Management Inventory and asked when the personal information is collected such as Position Status and Type of Institution you are employed in were not addressed to the participants. The reason why these questions were not addressed to the participants was that this study was conducted in the state schools and all administrators included in the study were already on the permanent staff. Data Collection Instruments In this descriptive study, survey method which is to determine an existing situation was used. Survey method is a research model aiming at describing a situation existed in the past as it was or which is still present as it is (Karasar, 1994). Time Management Inventory developed by Alay and Koçak (2003) was used as the data collection instrument in this study. Cronbach s α was found to be 0.87 for the entire scale with respect to the validity and reliability studies of the Time Management Inventory developed by Alay and Koçak (2003). This value was within acceptable limits. Cronbach s α is used to determine to reliability of measurement instruments measuring the emotionality characteristics and it is recommended for this value to be above 0.70 (Şeker, 2006). 366

7 For this reason, it was decided that the reliability coefficient of the scale was sufficient. According to the results of validity and reliability analyses, KMO (Kaiser- Meyer-Olkin) coefficient was found to be 0.851, and Barlett Test value was found to be The values over 0,60 are acceptable (Ntoumanis, 2001; Akt: Şeker, 2006). Time Management Inventory is consisted of 3 sub-dimensions. The numbers of the items included in the questionnaire was presented below in accordance with these dimensions: Time planning: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. Time attitudes: 12, 13, 14, 15, 16, 17, 18. Time wasters: 19, 20, 21, 22, 23. (These items contain negative structures). Table 7: Distribution and Ratios according to the Scale Dimensions Dimensions Number of Questions Ratio % Time Planning Time Attitudes and Behaviors Time Wasters Total There are three different dimensions of the scale that has been developed: time planning, time attitudes and behaviors, and time wasters. This scale contains a total of 23 items. There are 11 items for time planning, 7 items for time attitudes and behaviors and 5 items for time wasters. Table 8: Reliability Coefficients related to the dimensions of the scale Dimensions Cronbach s α Cronbach s α (pilot study) (real implementation) Time Planning Time Attitudes and Behaviors Time Wasters As a consequence of the pilot study, the reliability coefficient was found to be for the dimension of time planning, for the dimension of time attitudes and behaviors, for the dimension of time wasters. At the end of the real implementation, the reliability coefficient was found to be for the dimension of time planning, for the dimension of time attitudes and behaviors, for the dimension of time wasters (Gözel, 2009). Findings A set of findings has been acquired in the consequence of the study conducted with the use of Time Management Inventory. These findings are listed as follows: It has been seen that the number of male administrators in schools (64) is higher than the number of female administrators (10). However, it has been found out that female administrators are more cautious in terms of time management, try to avoid activities wasting their time and strive to use their time in a more economical manner. In this respect it is possible to say that female administrators are more eager than male administrators when it comes to managing time in schools. Considering the relationship between time management and the seniority of principals and vice principals taking part in the school administration, we see that the administrators act in a more cautious manner regarding the effective use of time as they gain seniority in the profession. Thus, the conclusion 367

8 that the administrators with more seniority in the profession are more favorable with respect to the effective use of time has been drawn. Considering the relationship between time management and educational backgrounds of the principals and vice principals taking part in the school administration, it is possible to say that the administrators with a higher level of education acts in a more cautious and disciplined manner. As their educational level advances from associate's degree to bachelor's degree, and from bachelor's degree to master's degree, the administrators have been observed to act more consciously in terms of time management. Considering the relationship between time management and marital status of the principals and vice principals taking part in the school administration, it is possible to say that married administrators act in a more eager and conscious manner in terms of time management compared to single administrators. The comparison between married and single administrators in terms of time management has been resulted in favor of the married administrators. A meaningful relationship has been detected between time management and marital status. Considering the relationship between time management and principals and vice-principals reading status for publications related to the effective use of time, it has been observed that the administrators with more seniority in the profession do not read publications related to the effective use of time. The underlying reason for this may be the fact that the administrators rely on their experiences more as they gain seniority in the profession. It has been found out that the administrators with less seniority in the profession are more eager to read publications related to the effective use of time. Considering the relationship between time management and branches of the principals and vice principals taking part in the school administration, it has been found out that the principals and vice principals are mostly classroom teachers. The underlying reason for this may be the fact that the classroom teachers are more in number and thus the administrators in proxy are selected from classroom teachers. Moreover, in general classroom teachers practice their professions under difficult conditions and in villages. As their possibility of being assigned to a central location decreases, they seek to be assigned to central locations by taking exams held for the principal and vice principal positions. For this reason most of the people taking part in the administrative staff are from the branch of classroom teachers. However, it has been found out that the branch teachers are more eager and disciplined compared to classroom teachers in terms of time management. RESULTS AND RECOMMENDATIONS In order for the meetings in an educational institution to be held as productive as possible, the matters to be discussed in meetings should be determined by the administrator. Less important agenda items of meetings should not be overemphasized and the speeches unnecessary in respect of the generality of the meeting should be avoided as far as possible. An administrator is required to make daily/weekly/monthly lists for the tasks to be carried out. The works to be done should be planned beforehand, and written down on an agenda when necessary. Furthermore a list of works to be done should be kept in sight. When an administrator plans his/her tasks to be carried out, this will motivate him/her to perform these tasks. An administrator should be disciplined in his/her daily life and not delay his tasks. For this reason he/she should plan his/her tasks and perform them at every opportunity he/she gets. He/she should never postpone his/her tasks. Performance of duties by an administrator in a timely and properly manner shows the self-discipline of an administrator and the importance he/she attaches to his/her tasks. Tidying up the offices allocated to them will provide convenience to the administrators in performing their duties. Keeping the files, incoming and outgoing papers and school rosters in a cabinet and the list of tasks to be carried out with immediate effect on the table is a favorable arrangement for administrators. Keeping the office clean and tidy all the time for unexpected guests will increase the esteem of the administrator. For this reason everything in the office of an administrator should be in its place and tidied. Administrators are required to ask the personnel, to whom they assign tasks and responsibilities, whether they have performed the tasks assigned, and if they have, to what extent they have performed 368

9 them. By this means the personnel undertaking a task know that they will be asked about the responsibility assigned to them and try to carry out their tasks in a more cautious and timely manner. From time to time administrators try to lay their responsibilities on others. However, no one perform the tasks that are not included in their duties eagerly. For this reason the administrators should not try to lay their responsibilities on others, and should carry out their tasks by themselves as far as possible. Administrators should put the tasks to be carried out in an order of priority. If a task to be performed will solve big problems in the school, priority should be given to that task. When the school is not cleaned up, teachers and students will make complaints about the situation. In order to solve the situation giving raise to complaints, other tasks of the cleaning staff should be delayed and they should start cleaning immediately. Similarly, dealing with the situation of a student, regarding which complaints are received constantly, will decrease the complaints in the school regarding that student. Smoking habit of administrators will cause the delay of the tasks to be carried out. Each break taken for smoking will interrupt the focus to be given to the tasks. For this reason the administrators are required to break this habit, which may constitute a bad example for the students on the other hand. Non-compulsory telephone calls made by administrators during working hours, and extended conversations are considered to be time traps. Keeping telephone calls as short as possible, and if necessary, making on their way to school or home will save time for the administrators. In addition, surfing on the internet without any purpose is a significant waste of time. For this reason, administrators should focus on their tasks as much as possible. Generally, the parents of students come to school in order to learn about their children s educational performance. Therefore, administrators should talk with the parents less, provide an environment, where the parents and the teachers can meet comfortably and avoid everything that can waste their time. The dialogue between the school and the parents is certainly crucial. This problem should be solved with productive interviews in well-planned parents meetings. Besides some cabinets should be allocated for diplomas or certificates in order to save time when people come to school to ask for these documents. An administrator should maintain a well-structured relationship with the personnel and try to keep it on a regular basis continuously. This understanding will lead the personnel to be in an affirmative and willing approach when their help is needed. The level of the relationship among administrators, teachers and other personnel is important. The administrators can have some difficulties to take their staff under control. This problem primarily will appear as performing the tasks slowly and afterwards even not performing them at all. Therefore, there should be a kind but firm understanding between the administrators and the staff, and this should never lead to a misunderstanding of the roles. In this study, several suggestions and some information have been presented to understand time traps and the precautions to be taken against these time traps, to see how the principals and vice-principals taking a part in the school administration manage their time, and how they spend their time, and whether they are aware of the time wasters or not, and to enable them to recognize the time traps so that they can administer a proper discipline and order in the school. Each time trap steals the time of the administrators at a level which cannot be reversed or made up. The administrators should notice them on-site and on-time, and act accordingly. The quality of the education offered at the schools is essential; on the other hand, quality education is the effective use of time and completion of the tasks on time. 369

10 REFERENCES Alay, S., ve Koçak, S. (2003). Üniversite Öğrencilerinin Zaman Yönetimleri ile Akademik Başarıları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi, Sayı. 35, Allreck, P.L ve Settle, R. B. (1995). The Survey Research Handbook (Second Edition) McGraw-Hill. Başaran, İ. E. (2000). Eğitim Yönetimi Nitelikli Okul. 4. Baskı. Ankara: Feryal Matbaası. Erdem, R. ve Kaya, S. (1998). Zaman Yönetimi. Çağdaş Yerel Yönetimler Dergisi, cilt,23.s.1. Fidan, F., Latif, H., ve Uçkun, G., (2005). Üniversite Öğrencileri Ne Yapıyor? Zaman Değerlendirme mi Zaman Geçirme mi? (Sakarya Üniversitesi Örneği) Gözel, E (2009). İlköğretim Okulu Öğretmenlerinden Zaman Yönetimi Hakkındaki Görüşleri. Yayımlanmamış Yüksek Lisans Tezi. Afyon Kocatepe Üniversitesi, Afyon. İşcan, S. (2008). Pamukkale Üniversitesi Öğrencilerinin Zaman Yönetimi Becerilerinin Akademik Başarıları Üzerindeki Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Pamukkale Üniversitesi, Denizli. Karasar, N. (1994). Bilimsel Araştırma Yöntemleri. Araştırma Eğitim Danışmanlık Ltd. Şti. Ankara. Kaykanacı, M. (2000). İlköğretim Okulu Müdürlerinin Yönetim İşlerine Verdikleri Önem ve Harcadıkları Zaman. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Koch R. (1998). The 80/20 Principle: The Secret of Achieving More With Less, Bantam Doubleday Dell Publishing Group, New York. Ntoumanis, N. (2001). Step-by-Step Guide to SPSS for Support. Florance, KY. USA: Routledge. Ölçer, F. (1999). Verimli Zaman Kullanımının Etmenleri. Amme İdaresi Dergisi, Cilt 32, S Şeker, H., Gençdoğan, B. (2006). Psikoloji ve Eğitimde Ölçme Aracı Geliştirme. Ankara: Nobel Yayın Dağıtım. Tengilimlioğlu D., Tutar H., Altınoz M., Başpınar N.O., Erdönmez C. (2003). Zaman Yönetimi, Ankara: Nobel Yayın Dağıtım. Türkel, S. (1996). Kişisel Verimin Artırılması ve Zaman Yönetimi, Standart Dergisi, Yıl: 5, Sayı: 420. This web site was visited on 23/11/

11 ATTACHMENT: PERSONAL INFORMATION FORM FIRST PART: 1. Gender: Male ( ) Female ( ) 2. Seniority (Serving Duration): years 3. Academic Background: Teacher Training Institute ( ) Associate s Degrees [2 years] ( ) Bachelor s Degree ( ) Master s Degree ( ) Doctorate ( ) 4. Marital Status: Single ( ) Married ( ) 5. Position status: On permanent staff ( ) Contracted ( ) Temporary Assignment (substitute) ( ) 6. Type of school you are employed in: Primary education ( ) Secondary education ( ) 7. Publications related to the efficient use of time: I read ( ) I sometimes read ( ) I do not read ( ) 8. Branch:. 371

12 Always Often Sometimes Never European Journal of Educational Studies 5(3), 2013 SECOND PART TIME MANAGEMENT INVENTORY 1 I make daily plans to determine how to spend my time. 2 I prepare a weekly plan including my objectives for that week at the beginning of the week 3 I allocate time for planning my time every day. 4 I set some goals for myself every day. 5 Every day I prepare a written list for my daily works and duties that I am obliged to do. 6 I prepare a plan for the activities (laboratories, preparation of the tools and equipments for courses) which I have to organize during the academic year. 7 I clearly designate what I want to do for the next week. 8 I appoint a date to complete my works. 9 I try to manage my time for works requiring more effort and time. 10 I use my time effectively. 11 I believe that I can achieve all of my objectives within the time I allocate. 12 I mark the important dates related to my works (tests, deadline for the homework etc.) on a calendar. 13 Even if I do not need at the time, I still keep the articles and journals related to my branch, thinking that I might need them for the future. 14 Even if I won t be making any tests soon, I review my relevant documents regularly. 15 I carry the works, which I will work on, around me to do them when I get free time. 16 I make fast decisions for insignificant works. 17 I refuse the requests of people when necessary to ensure that they will not prevent me from doing my works related to school. 18 If I do not have anything to do, I find something to keep myself occupied. 19 I am of the opinion that I am not good at managing my time. 20 In a normal school day, I spend more time for my personal stuff, than I spend for my works at school. 21 I maintain my time-waster habits or activities. 22 I think that smoking causes a great loss of time. 23 I leave my important works related to the school to the last minute. 372