📄 Abstract
This phenomenological study explored the experiences of elementary teachers in managing their multifaceted daily tasks through effective time management strategies. Nine (9) teachers, from intermediate grade level of Carmen District, Davao del Norte Division, were purposively selected as informants of the study. Through in-depth interviews and thematic analysis, two key themes emerged regarding the strategies of teachers employ namely Prioritization of Tasks and Structured Scheduling and Time Blocking. This showed that teachers systematically categorized duties by urgency/importance and allocate dedicated time slots for focused task completion to enhance productivity and reduce stress. Meanwhile, the themes on the challenges that teachers faced included Excessive Workload and Time Pressure and Unpredictable Interruptions and Task Overlap. The challenges indicated that teachers struggled with an unmanageable volume of tasks compounded by unrealistic deadlines and competing demands and the unplanned disruptions and role conflicts fracture focus, delay priorities, and create unsustainable working conditions. From the participants' lived experiences, the study derived actionable insights to address these challenges such as Review Workload Realistically based on DepEd Policies and Streamline Communication and Planning. This study is particularly relevant in today's education landscape, where efficient time management is critical for balancing instructional quality and administrative duties.
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📚 How to Cite:
Emely E. Lacorte , BALANCING ACTS: TEACHERS' TIME MANAGEMENT STRATEGIES TO ACCOMPLISH MULTIFACETED TASKS , Volume 12 , Issue 8, august 2025, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra23729