Authors : Arniel L. Sebigan; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/4ztshudr

DOI : https://doi.org/10.38124/ijisrt/25jun808

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the experiences of school heads in managing deferred responsibilities among teachers, particularly focusing on the challenges they face, the coping mechanisms they utilize, and the insights they gain from their experiences. A qualitative research design using a phenomenological approach was employed, with data collected through in-depth interviews from five school heads. Thematic analysis of the interview data revealed five primary challenges that school heads encounter: lack of accountability, difficulty in managing time, motivational barriers, lack of professional support, and gaps in communication. The study also uncovered several coping strategies, including implementing regular follow-ups and check-ins, providing time management training, and establishing clear communication channels to ensure task completion. Key insights from the research highlighted the importance of setting clear expectations, offering supportive leadership, equipping teachers with time management skills, and providing professional development opportunities to improve overall performance. The study suggests that by implementing these strategies, school heads can create a more efficient and productive educational environment that reduces procrastination and enhances teacher accountability. The findings contribute to the body of knowledge on educational leadership and offer practical recommendations for improving task completion in schools.

Keywords : School Leadership, Teacher Procrastination, Accountability, Time Management, Professional Development, Educational Management.

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