The No Child Left Behind Act of 2001increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more likely to have a positive impact on student learning. The purpose of the study was to examine the effectiveness of a time management intervention on instructional leadership behaviors of school principals. Based on my literature review, I found that several time management techniques may help leaders manage their time effectively, including delegating, scheduling, prioritizing, planning, setting goals, saying no, and handling interruptions. In this training, I taught three principals how to increase their time allocated to instructional leadership behaviors using these techniques. I measured the proportion of time the participants allocated to the instructional leadership behaviors during the baseline and intervention. In the context of a multiprobe multiple-baseline across participants design, I found that all three participants increased their time allocated to the instructional leadership behaviors after the training. This study experimentally validated a training program that may contribute to the positive school outcomes.

This thesis deals with the process of contract management in the company Duo Form Ltd. and it's conceptual departments as well as it's manufacturing process. The aim of this work is to analyze the current situation and to propose a better way of contract management. The proposal consists of two parts. The first part deals with contract processing and the proposal talks about implementation of a new management information system. In the second part, the production process is proposed to purchase a new machinery to replace the existing laser. These two parts intend to use the time and cost more effectively in the contract management side and are hoping to be a great asset for customers and for the company Duo Form itself.

According to the National Collegiate Athletic Association (NCAA) rulebook, student-athletes are limited to 20 hours/week of official athletic activity. While this in and of itself is not a huge time commitment, when it is combined with the academic expectations that come with being a college student and athletic activities that are not included in the 20 hours/week, there isn't much time left in the week for student-athletes to get everything done. In addition to imposing daily stress, such time demands may negatively affect sleep. This study examined the sleep quality and quantity of student-athletes, as well as how much time they spend on athletic and academic activities. It was predicted that the student-athletes overall would not have a "good" sleep rating, and that they would not be getting the recommended 10 hours of sleep per night. It was also predicted that in-season student-athletes would be spending more than the allotted 20 hours per week on their athletic activities. All data for this study were collected through online surveys, which included several demographic and background questions, and the Pittsburgh Sleep Quality Index (PSQI), an instrument that provides a measurement of an individual's sleep quality. A score < 5 is considered "good" sleep quality, while a score > 5 is considered "bad" sleep quality. The 42 participants in this study (29 female; 13 male) were student-athletes at Portland State University (PSU) and represented all but one of the sports offered at PSU. All student-athletes listed on the official team roster received two e-mails requesting their participation in the study. There was at least one respondent in each class level, with 13 reporting as in-season student-athletes and 29 reporting as out-of-season student-athletes. Of the 42 respondents, only 3 received a "good" sleep quality rating. The median sleep quality rating for the entire sample was 9, and the median amount of sleep obtained was 7 hours/night, with a median bedtime of 2330. The median amount of self-reported time spent on athletics was 15.5 hours/week and the median time spent on academics was 15 hours/week. It was concluded that PSU student-athletes do not get enough sleep, and their sleep quality is very low. In-season student-athletes also self-reported spending more time in their athletic activities than the maximum NCAA limit. Although the sample size was small, these data support the need for increased education about the benefits of sleep. Also, an examination of the policies regarding what qualifies as an athletic activity, and how much time athletes should spend on such activities is recommended.

The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their schools? (3) Is there a relationship between teacher perceptions of principal behaviors and school policies and teacher allocation of time? To address these questions, a random sample of full-time elementary, classroom teachers from a large suburban school district near Portland, Oregon, was used. These teachers represented fourteen moderate size schools with student populations ranging from 325 to 550. The "Tucson Teacher Job Description Survey" was used to measure teacher allocation of time in six areas of teaching responsibility: Instruction, Instructional Planning, Classroom Management, Diagnosis & Counseling, School System Responsibilities, Clerical & Administrative. Principal behaviors and school policies, derived from the Stallings & Mohlman (1981) study, "School Policy, Leadership Style, Teacher Change and Student Behavior in Eight Schools" were used to measure teacher perceptions of principal behaviors and school policies. Statistical comparisons using multiple regression analysis were used to predict teacher allocation of time based upon teacher perceptions of principal support. A three-way factor analysis did not confirm the principal behavior and school policy labels derived from Stallings & Mohlman (1981). Three new labels of principal support were established: Professional Support, Instructional Support, Resource Support. Five variables from the Professional Support category were found to be significantly related to the time allocation areas of Instruction and Diagnosis & Counseling. Findings from this study showed no significant relationships between Instructional Support or Resource Support to teacher allocation of time. Teachers reported to spend the most time in Classroom Management responsibilities. The least amount of time was devoted to School System Responsibilities. Teachers perceived principals in this sample to have a higher frequency of Professional Support behaviors than the other two categories. Principals were rated high in speaking preparation, setting an example by working hard, and looking out for the welfare of teachers. The availability of custodial services when needed was rated low by teachers. Information from this study will assist principals in knowing where teachers allocate time, how teacher perceptions relate to teacher allocation of time, and what principal support variables most significantly contribute to teacher time allocations. Teachers will be made aware of time allocation variables which may affect time allocated to student Instruction. Recommendations include additional research with other groups of teachers to substantiate these findings and further study into reliable scales which measure teacher perceptions of principal support.

Magister Commercii (Industrial Psychology) - MCom(IPS) / This study investigated the work-life balance phenomenon by closely focusing on the individual coping mechanisms that working students adopt during their academic journey. The research was motivated by the serious financial, student burnout, psychological well-being and other obstacles that working students face, which often result in poor academic performance among this group. Exploratory survey research design was adopted in the study, while the qualitative data collection approach was employed using a structured interview as an instrument to elicit information from five research participants (postgraduate students at the University of the Western Cape). Content analysis was run to identify key themes within the data which pointed strongly towards time management as a coping strategy. / 2023

Tidigare forskning visar hur den bristande förmågan att hantera sin tid hos personer med ADHD påverkar vardagslivet negativt. Instrument för att skatta och bedöma personers tidshantering finns utvecklade för barn och för vuxna. Gymnasieungdomar hamnar i ett mellanområde. Gymnasieungdomar ska klara sin tidshantering mer självständigt än vad som fångas upp i instrumenten för barn. Instrumentet Aktivitet i tid med Struktur (ATMS-S) som används för vuxna är testade på personer från 18 år. Syftet med denna studie är att beskriva arbetsterapeuters och gymnasieungdomars erfarenhet av skattningsinstrumentet ATMS-S relevans samt användbarhet. En studie med kvalitativ ansats genomfördes där sju gymnasieungdomar samt deras tre arbetsterapeuter intervjuades, sammanlagt genomfördes14 intervjuer. En kvalitativ innehållsanalys genomfördes för att finna det manifesta innehållet. Fem kategorier framkom: Deltagarnas erfarenhet av nedsatt förmåga att hantera tid, ATMS-S användbarhet vid skattningssituationen, Relevant instrument men vissa påståenden saknas, Resultatet av skattningen synliggör svårigheter i vardagen samt Motivationshöjare samt förbättrat underlag för intervention. Resultatet visar att ATMS-S är ett relevant och användbart instrument för att skatta tidshanteringen hos gymnasieungdomar med ADHD. Instrumentet lyfter fram viktiga områden som tidigare ej berörts vid kartläggning, ett strukturerat material minskar risken att glömma något och en motivation till förändring finns hos gymnasieungdomarna. Arbetsterapeuterna ser att det är ett bra underlag till fortsatt intervention men märker också att ytterligare informationsinhämtning behövs. Resultatet visar dock på bristen med att de påståenden som ATMS-S består av behöver förtydligas för att alla som skattar ska ha möjlighet att tolka dem på samma sätt. Dessutom reagerade gymnasieungdomarna på hur svarsalternativen är procentsatta. Dessa hinder gjorde att skattningen ej kunde genomföras självständigt utan coaching behövdes från arbetsterapeuten. Arbetsterapeuterna saknade också en tydligare beskrivning av hur den detaljerade analysen ska tolkas. / Previous research shows how people with ADHD have an insufficient ability for time management and how it affects daily life negatively. Instruments for evaluating and assessing an individual’s time management exist for children and adults. High school students end up in between. High school students are expected to handle their time management more independently than what can be seen through the evaluating instruments for children. The evaluating instruments for adults are tested on individuals above 18 years old. The aim of this study is to describe Occupational Therapists and High School students experience of the estimation instrument Assessment of Time Management Skills (ATMS-S) relevance and usability. A study with qualitative approach was conducted where seven high school students and their three occupational therapists were interviewed, in total was 14 interviews conducted. A qualitative content analysis was conducted to find the manifest content. Five categories emerged: The participants experience of impaired ability of time management, ATMS-S usability during the estimation situation, Relevant instrument but some statements are missing, The result of the estimation highlights difficulties in daily life and Rises the motivations and foundation for intervention. The result shows that ATMS-S is a relevant and usable instrument for assessing high school students with ADHD’s time management. The instrument highlights important areas that have not appeared earlier during examination, a structured material reduces the risk of forgetting something and a motivation for change exists among the high school students. The occupational therapists note that it is a good base for the continual intervention but do also point out that additional collecting of information is needed. The result also highlights the lack of clarified descriptions of the statements in ATMS-S, which is needed to give all participants equal ability to understand them. The high school students also reacted to the percentage values of the answers. These obstacles made the assessment difficult to complete independently without coaching from the occupational therapist. The Occupational Therapists also missing a better clarification of how the detailed analysis should be interpreted.

The present study investigates university students’ time estimation accuracy from a Self-Regulated Learning perspective. Specifically, the study examines students’ goal quality, competence for goal completion, and perceptions of goal difficulty as predictors of time estimation accuracy for single study session at three points over a semester. An additional goal of this study was to investigate the relationship between time estimation accuracy and students’ reported goal completion. Results show that more than 50% of students underestimated or overestimated their time to complete goals at every time point over the semester. Results of multinomial logistic regression analyses demonstrated that perceived goal difficulty was a predictor of underestimation at the middle and at the end of the semester, competence for goal completion predicted time estimation accuracy at the beginning of the semester, and goal quality was not a significant predictor of time estimation accuracy at any point in the semester. Lastly, students who overestimated the time spent in their study sessions were less likely to attain their goals. These results provide empirical evidence of the prevalence of misestimation during individual study sessions guided by goals created by students for course-relevant tasks and partial support to theoretical principles of SRL, which consider task perceptions and goal setting as determinants of the learning process. / Graduate / 2023-06-27

The use of, and attitudes towards, time management among undergraduates at Brigham Young University (BYU) was examined. Data were collected using two online surveys and an electronic time log tool. The data from the surveys were analyzed using canonical correlations, multiple regressions, multivariate analysis of variance (MANOVA), factor analysis, and multivariate graphical methods. Pilot survey results showed freshmen who were concerned with time management and organization had lower GPAs than those who asserted they were spontaneous and successful without time management. The main survey produced contradictory evidence, showing positive correlations for both freshmen and sophomores between GPA and students who agreed with self-descriptors that showed strong resolve for planning and structure. Time log data showed students on academic probation do not spend as much time on academic based activities as students in the control group. These findings suggest a need for further research into both BYU students' attitudes towards time management and the time use differences between high academically achieving students and students on academic probation.

Time log data (time-spent and adjective evaluations), a six question survey about time management attitudes, and the Adult Self Expression Scale (behavioral and situational subscales), were examined regarding how well each predict GPA. This paper contains two studies. The first study uses canonical correlations to examine the natural relationships between GPA and the five sets of predictor variables. The second study is hypothesis testing with regard to four groups: males and females on academic probation, and males and females with high GPAs. The effects of academic probation and gender on the same four sets of variables are examined: time spent on selected activities, adjective evaluations of activities, a six question survey, and the behavioral and situational dimensions of the ASES. The six question survey shows the strongest connection with GPA. The time log data, while not very compelling, shows promise for future research. Of all of the variable sets, the ASES is the weakest predictor of GPA.

This study provides Central Utah school and recreation leaders with local data on which to base their program development by collecting and analyzing data on adolescents' use of time, and to compare local statistics with national data. The research included participants from Nephi, Spanish Fork, and Provo schools. Each participant completed 7 days of a leisure time diary, which detailed daily activities. Single sample t-tests on the data revealed that Central Utah adolescents' time use is significantly different from national statistics. The differences in the statistics indicate that school and recreation leaders need local data on which to base adolescent programs.