Influence of Master Teachers’ Workload on their Time Management Skills at Don Sergio Osmeňa Sr. Memorial National High School

Abstract

Master teachers view their pedagogy and go the extra mile to guarantee every student has a positive learning experience. Part of their workload includes regular monitoring, adjusting their teaching strategy where necessary, engaging in systematic problem-solving, and teaching personal accountability which encompasses timeliness.  This study explored the impact of master teachers' workload on their time management along with their demographic profile, perceptions, and impact with the end of crafting a sustainable action plan. The study revealed that most of them are seasoned mentors, with around two decades of service, with bachelor’s degrees and master's units.  In terms of perception and influence, most of them believed that there is always room for improvement in the way they manage their time they agreed on the level of satisfaction rendered in teaching with the number of hours in a week. The perception and impact on workload and time management have no significant relationship. The study indicates that they are responsible enough to troubleshoot behavioral problems and strategize classroom management as part of their workload, encouraged to carry out frequent master teacher assessments, and conduct training needs assessments to identify the needs of master teachers in terms of their profession.