A Qualitative Study on the Perceptions of Administrators and Teachers on Procrastination Behavior and Workload of School Administrators

Abstract

In the research, a total of 12 school administrators and 18 teachers working in six different schools including three primary schools and three secondary schools were interviewed by using "case study" of qualitative research techniques in order to get in-depth knowledge about school administrators and teachers' perceptions of postponement behaviors and workloads. When the managers and teachers to be interviewed were determined, the maximum diversity sampling method which is one of the purpose sampling methods was used. The qualitative data obtained in the research were collected by using semi-structured manager and teacher interview forms that prepared by the researcher. Within the scope of the research, in the context of the qualitative findings obtained from interviews with school administrators; all of the interviewed school administrators (f = 12) stated that they did not postpone the work related to students, staff and education in the school, but they pointed out that sometimes there could be delayed situations. A large number of interviewed teachers (f = 13) indicated that the managers postpone many jobs in the school. In this context, internalization of managers, not only external sanctions, but also effective time management and internal supervision skills can be improved. In this context, internalization of managers, not just external sanctions, but effective time management and internal audit skills can be improved.

The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment

“…Individual perception that the tasks / jobs given to them from the workplace are above normal or stressful. (Cömert & Dönmez, 2019).…”

Procrastination and Occupational Stress of Teachers in Philippine Public Schools

“…The extent of procrastination of the respondents was low. This result is supported by the study conducted by Cömert and Dönmez (2019) when they found out that teachers do not usually postpone the work related to students, staff, and education in the school. However, they pointed out that sometimes there could be delays situations.…”

Time Management Strategies of School Administrators Towards Effective Administration: A Phenomenological Study

“…School operation would be done smoothly since all aspects are organized and strategized. To manage their time well, administrators need to have self-control and possess high job satisfaction and commitment (Comert, & Donmez, 2019).…”