Dr. Rose Atoni
This study examined the influence of teachers’ time management ability on students’ academic performance in public secondary schools in Marani Sub-County, Kenya. In this study, Time Management Ability which referred to punctuality, lesson attendance, lesson planning and preparation of schemes of work. The study was motivated by persistent low mean scores in the Kenya Certificate of Secondary Education (KCSE) examinations in the region. Guided by Goal-Setting Theory, the study adopted a causal-comparative research design. The target population comprised public secondary school teachers and principals, from which a sample of 60 teachers was selected using stratified and simple random sampling techniques. Data were collected using questionnaires and document analysis guides. Validity was ensured through expert review, while reliability was established using the test-retest method. Data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (ANOVA). The findings revealed inconsistencies in teachers’ time management practices, particularly in lesson attendance, syllabus coverage, and adherence to deadlines. A statistically significant relationship was found between teachers’ time management and students’ academic performance (p < 0.05). The study concluded that effective time management is critical in enhancing instructional delivery and improving student outcomes. It is recommended that the Teachers Service Commission strengthen motivation mechanisms within the Teacher Performance Appraisal and Development (TPAD) framework to enhance teacher accountability and efficiency.
