Authors :
Jestonie G. Velasco
Volume/Issue :
Volume 10 - 2025, Issue 5 - May
Google Scholar :
https://tinyurl.com/4cscnvbv
DOI :
https://doi.org/10.38124/ijisrt/25may1930
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 10 school heads. Thematic analysis of the interview data revealed 10 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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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 10 school heads. Thematic analysis of the interview data revealed 10 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.