J Time Management Dissertation

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES

College Of Education
Barotac Nuevo, Iloilo
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TIME MANAGEMENT AND TEAMWORK AS RELATED TO COACHES’ WORK
PERFORMANCE: INPUTS TO DISTRICT-WIDE TRAINING AND
DEVELOPMENT PROGRAM STYLE
LEYLA LEAH Z. SABAN
CHAPTER I
INTRODUCTION
Background of the Study
Business experts and academicians contended that
organizations or firms can improve and recover their
performance by using and developing various work teams
(Ayaz, 2016). Several reports described regarding a number
of benefits of teams, including bigger participation and
involvement, increased consideration to progression
enhancements and improved employee satisfaction. There are
many clarifications that have been explained by several of
scholars regarding teamwork. Some of definitions are; work
teams come in variety of types and sizes, cutting across
different exchange, function, inner processes and external
linkages. Teams and teamwork encourage profound learning
that occurs over communications, problem resolving,
dialogue, cooperation and collaboration. The learning

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strategies endorse the construction of knowledge as they
are fixed in social experiences with a team atmosphere.
Teamwork is defined by as a supportive process that permits
ordinary individuals to attain unexpected result. Team has
a joint goal or purpose where team member can grow
effective, mutual relations to accomplish team goal. Teams
are an essential portion of numerous administrations and
should be combined as part of the transfer of tertiary
elements. Fruitful teamwork depend on upon synergism
remaining between all team members generating a situation
or environment where they are all eager to contribute,
partake or participate in order to stimulate and cherish
an optimistic, actual team environment. Team followers must
be flexible sufficient to familiarize to cooperative
working surroundings where goals are accomplished through
teamwork and social interdependence rather than
individualized, competitive goals. Teamwork answers upon
individuals employees working collectively in a supportive
environment to attain shared team goals over sharing
knowledge, skill and abilities. Team members require to
generate an environment where together and collectively
they can contribute for more than as individuals do. A

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constructive interdependent team atmosphere carries out the
greatest in each person empowering the team to attain and
realize their goals for superior level.
The optimistic effects of productive teamwork can
strengthen a whole teammates and organization, just as the
undesirable result of a lack of teamwork can cripple an
organization. No matter how hard a group of individuals try
to work collectively and collaborating each other for
creating an effective team, in case if there is not
existence of proper HR in any organization they might fail
to manage a better teamwork for instance, without the right
propel for the job, the team will inevitably fail. Whether
you are team leader or team member, teamwork is important.
If we focus on structures of team so there is broad
compromise in the literature about the describing
structures of team.
Numerous perceptions exist and researchers in the
field of working environments differ in their view of what
teamwork actually means. Teamwork is defined by Chen and
Bailey as cited by Ayaz (2016) “as a work group part with a
mutual drive through which participants raise joint
associations for the achievement of goal and tasks”. Work

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organizations using teamwork can state to a wide range of
possibilities and potentials, such as quality circles,
cross-functional teams, self-managing teams or virtual
teams. Most of employees provide teamwork with changeable
degrees of autonomy. Teamwork suggests that individual’s
effort in a cooperative environment in the concentration of
a common goal by sharing and distribution of knowledge,
skills and being flexible enough to serve several roles.
Recent studies show that employees working or
performing within the team can produce more output as
compared to an individual. A few trends influenced employee
jobs as much as the huge and massive movement to introduce
teams into the workplace. The shift from working/performing
alone to working/performing on teams necessitate employees
to cooperate with each other, share information, confront
differences, and sublimate personal interests for the
greater good of the team.
Also, time management can have a huge effect on your
performance and productivity in the workplace. According to
Channar, et al. (2015), to survive and succeed in the
competent world in today’s increasingly hostile and fast-
moving business environment, organizations have to manage

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time efficiently. Employee motivation and satisfaction are
the prime aspects of all the organizations nowadays. Proper
management of time plays a vital role in motivating the
employees and thus improving the performance of the
organization. The innovation based organization with the
effective use of time management lead towards business
growth, enhanced organizational performance and helps in
increasing employee’s comfort level.
One of the most frequent concerns and complain of
people now a days is lack of time. It is all because of
24/7 fast-paced world in which we live. Time is the
valuable resource for everyone. It has equal importance for
personal and for professional success. Time is constant and
irreversible. It is perishable and cannot be stored for
further use (Adeojo, 2012). It is finite in nature that is
why everyone should spend time carefully (Ojo&Olaniyan,
2008).A set of certain skills and methods to achieve
targets, goals and objectives such as setting goals,
analyzing, allocating and organizing the available time is
known as time management (Abd-el-Aziz, 2012). Time
management does not mean to do most stuff rather it means
to do what is deemed important. It also emphasizes to

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eliminate the inessentials. Better time management results
quality work, quality social life and an organized
personality but constant planning, review and revision is
required until it become a habit (Hisrich & Peters, 2002).
Time management can be learned by planning and to stay with
it (Steven, 2009). An important part of planning is
prioritizing. Prioritizing means list out the tasks you
have to do and classify them according to their priority,
and then spend most of time to the important and urgent
tasks (Tavakoli et al, 2013). Like any other person proper
management of time is also important for the managers.
Manager’s work is closely related to time as he has to
fulfil numerous working demands in limited time. Effective
leaders manage time, the more likely opportunities exist to
resolve issues and complete projects in a timely manner,
which could result in organizational success (Charlton,
2000). Managers who complain not having sufficient time
actually fail to organize themselves. Mostly they focus on
the issues that will have a great impact on the performance
of the organization and ignores the trivial things
(Aniwura, 2011). Time management skills helps them to
better utilize their scarce time resources, allow them to

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put their attention on the matters of highest priority that
results improved job performance (Claessens et al, 2007).
Today’s competitive world requires various demands to be
accomplished in limited time period (Orlikowsky&Yates,
2002). Organizations must also ensure that they meet the
demands and requirements of customers, and are adaptable to
specific requirements, responds to the changes in the
external environment and the demands of the situation
(Valleria, 2009). Performance is the combination of
efficiency and effectiveness. Organizations require workers
that are efficient and effective in their work. The
effectiveness of organizations depends upon the
effectiveness of their time utilization. According to
Philpot (2011), In order to make more efficient and
effective use of your time, you must be able to plan for
the future and prioritize the present. Time increases
productivity and thus productivity increases profits. This
makes time management one of the most important aspects of
a successful business. In spite of its high significance
organizations do not treat it as the essential ingredient
of survival (Adebisi, 2013). Time management is now taken
as a separate field of study and it has become imperative

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for the organizations to hire consultants to teach
employees how they can better employ their time. Some
organizations now arrange time management workshops and
seminars that are quite helpful for the employees to better
manage their time (Abd-el Aziz, 2012).
According to Lee and Kleiner (2001), team time
management has the potential to answer many organisational
problems. However, a manager should have the ability to
adjust management style to match new conditions. Otherwise,
there may be serious time management problems. It
emphasises the organizational rhythm which centres on
groups of people working together instead of performing as
individuals. This is not to diminish the importance of the
individual, but rather to enlarge the individual's
perception. Its aim is to use everyone's time to the best
advantage. Teamwork involves gathering certain people with
different abilities and skills to achieve a common goal.
For effectiveness, the greater concern is not just for
individual time but also for team time management. In
today's economic environment and with increased
competition, the success of a company may depend heavily
upon using a team approach. The teamwork concept is

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gradually taking shape within the corporation. Many
companies or institutions realize that reaching higher-
productivity can often be accomplished by turning
individual work units into team work units. Time management
therefore, plays an important role in the success of every
organization. However, achieving effective time management
does not come easy; it comes with a lot of challenges. In
order to achieve the desired performance, these barriers
must be overcome. The key determinants of success in the
organization depend not only on technology and
capitalization, but also are largely dependent on synergy
which is created within its teamwork.
With this premise, it is the aim of the researcher to
conduct a study on teamwork, time management as factors
which affect work performance of coaches in the 4th
Disctrict, Province of Iloilo.
Statement of the Problem
This study was carried out to determine the extent of
time management and teamwork as related to coaches’ work
performance as an input to district-wide training and

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DEVELOPMENT PROGRAM STYLE Specifically, it seeks to
answer the following questions:
1. What are the management skills of the respondents when
taken as a whole and when grouped as to age, marital
status, educational attainment, years of experience as
coach, and sports involvement?
2. What are the styles of the respondents when working in
teams when taken as a whole and when grouped as to
age, marital status, educational attainment, years of
experience as coach, and sports involvement?
3. What is the level of work performance of the
respondents when taken as a whole and when grouped as
to age, marital status, educational attainment, years
of experience as coach and sports involvement?
4. Are there significant variations in the management
skills of the respondents when grouped as to age,
marital status, educational attainment, years of
experience as coach and sports involvement?
5. Are there significant variations in the styles of the
respondents when working in teams when grouped as to
age, marital status, educational attainment, years of
experience as coach, and sports involvement?

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6. Are there significant variations in the level of work
performance of the respondents when grouped as to age,
marital status, educational attainment, years of
experience as coach and sports involvement?
7. Is there a significant relationship between team
management skills and work performance?
8. Is there a significant relationship between styles
when working in teams and work performance?
9. What district-wide training and development program
can be proposed?
Theoretical Framework of the Study
This study is anchored on the Teamwork Theory: Stages
of Group Development of Bruce Tuckman’s developed in 1965.
Tuckman’s model is widely known as a basis for effective
team building. He identified that groups evolved into teams
via four common stages.
Firstly an orientation, testing phase which often led
to a period characterized by a degree of conflict. This
then generally resolved itself, leading to a more socially
cohesive phase. Finally, groups settled to a functional
phase, during which they focused on role-relatedness. To

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summarize these four phases, Tuckman coined the oft-quoted
terms: “forming”, “storming”, “norming” and “performing”.
Tuckman’s teamwork theory is best illustrated on a graph
which shows the link between group relationships (the
horizontal axis) and task focus (the vertical axis). The
optimal or “performing” position is reached when
relationships have developed within the group and it has
started delivering with a clear focus on the task.
However, Tuckman’s ideas clearly indicate that it takes
time to reach the “performing” stage, and it’s normal for
these teams to go through ups and downs as they develop
relationships. Particularly in the early period, which is
perhaps why Tuckman called it the “storming” phase!
The 4 Phases of Tuckman’s Teamwork Theory
Forming - the initial stage of team development during
which individuals have not yet gelled together.

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Storming - people begin to see themselves as part of a
team. However at this stage they may challenge each other,
and the team leader, about such things as what the team is
doing, and how things should be done. As the stage title
suggests, conflict and confrontation typify this stage, as
differences surface. This may result in some loss of
performance or focus on the task, as the diagram
illustrates. Norming - this is the phase where team members
start to come together, developing processes, establishing
ground rules, clarifying who does what, and how things will
be done. This phase is characterized by a growing sense of
“togetherness”. Performing - this is the final stage where
increased focus on both the task, and on team
relationships, combines to provide synergy. Performance is
delivered through people working effectively together.
Conceptual Framework of the Study
This study is based on the premise that teamwork and
time management are factors which affect work performance.
Age, marital status, educational attainment, years of
experience as coach and sports involvement are the
antecedent variables; teamwork and time management as the

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independent variables; and work performance as the
dependent variable. The results of this study will serve as
basis for the development of a district-wide training
program in the 4th district of the Province of Iloilo for
Fiscal Year 2018.
Research Paradigm
Antecedent Independent Dependent Output

Variables Variables Variables
Age Teamwork
Marital Status
Educational District-
Attainment
Work Wide
Years of
Performance Training and
Experience as
Coach Time Development
Sports Management Program
Involvement
Figure 1. Schematic Presentation of Variables in the Study
Significance of the Study
The results of this study will beneficial to the
following:
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Coaches. This will help the coaches discover their
styles when working in groups or teams. This can lead to a
healthy and efficient working environment.
School Administrators. Results of this study will
allow the administrators to innovate initiatives, design,
plan, and implement a competitive edge to accomplish goals
and objectives pertaining to sports trainings and other
related programs.
Scope and Limitations of the Study
The main objective of this study is to find out if
management skills and teamwork are significant factors
which affect the work performance of the respondents. Thus,
this study is limited only to the assessment of the time
management skills, teamwork or styles of coaches when
working in teams, and work performance of coaches in the 4th
District of Iloilo for School Year 2018 – 2019. The
researcher will utilize the adapted questionnaires with
corresponding scoring and interpreatation. The results will
be utilized as basis in the development of a Distric-wide

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Sports Training Program primarily beneficial to the
repsondents.
Definition of Terms
For clarity and understanding, the following terms are
conceptually and operationally defined:
Management Skills. “Management skills” means having
the capacity to run a business. It's being able to make the
right choices while managing the overall performance of the
company. It means being able to communicate and deliver
results by providing employees with a strong business plan
to meet the aim for the company (https://study.com).
In this study, it refers to the current personal
aptitude in time management of coaches in the 4th District
of Iloilo described as excellent, fair and needs
improvement. Data will be gathered using an adapted
questionnaire.
Teamwork. Teamwork means that people will try to
cooperate, using their individual skills and providing
constructive feedback, despite any personal conflict
between individuals (www.businessdictionary.com)

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In this study, it refers to the styles of the
respondents when working in groups or teams categorized as
leader, doer, thinker and carer. This will be measured
using an adapted questionnaire.
Work Performance. Work Performance refers to the
evaluation report indicating how well an employee is
executing the expected related work activities
(https://www.igi-global.com).
In this study, it refers to the teachers’ performance
that identified specific practices that characterize the
most effective instructors. This will be used using the
standardized teachers’ performance evaluation form used by
the Department of Education.
CHAPTER II
REVIEW OF RELATED LITERATURE
Leadership and Management Skills
There has been a long history of research that asks
what do managers do, and how their knowledge and skills
influence personal and organisational outcomes. However,

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there is a significant lack of research on L&M skills in
the context of SMEs.
A skill is the ability to do something effectively and
involves a system of specific behaviours that help achieve
an objective, or standard of performance. There are
numerous typologies of managerial skills. In an influential
framework, Katz proposed three dimensions of technical,
human and conceptual skills. Technical skills are those
specific skills required for performing a specialised task,
and often involve working with ‘things’ rather than working
with people. Technical skills remain important for managers
even when they perform relatively few technically
specialised tasks themselves, because they enable the
manager to effectively acquire, develop, organise, and
control the human resources needed to accomplish
organisational objectives. Human or ‘people related’ skills
include communication, influence, coordination and
cooperation with others. These skills are required for the
direct management of other people. Conceptual skills
reflect an understanding of the wider organisation,
strategy, structure, and its functioning as a whole within
the environment. Conceptual skills support effectiveness by

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ensuring that managerial decisions and actions accord with
organizational goals are consistent with environmental
opportunities and resource constraints, and are appropriate
within the formal and informal organisational structure.
According to Katz, these three skill dimensions capture the
full spectrum of specific skills required by managers in
large organisations. In large organisations, the importance
of specific skill sets is expected to vary according to
managerial level: technical skills are most salient at
lower levels, human skills at intermediate levels, and
conceptual skills are of greatest significance for senior
managers. The implicit corollary is that all three sets of
skills are likely to be valuable for managers in small
organisations. The three dimensions proposed by Katz are
now a widely accepted approach to classifying managerial
skills in general terms. For example, Boyatzis found that
the skills significant to managerial performance were
interpersonal skills (building networks, coalitions, gain
cooperation, resolve conflicts, influence others, group
process skills), oral presentation skills (symbolic,
verbal, nonverbal communication), and conceptual skills
(inductive reasoning, pattern recognition, ability to

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convey meaning through metaphors, models and analogies,
ability to create solutions and novel insights, deductive
reasoning).
Thus, while defined slightly differently, the skills
found by Boyatzis are compatible with the technical, human
and conceptual categories. Based upon a synthesis of the
management skills described in management text books,
Peterson and Van Fleet elaborated Katz’s three dimensions
into ten more refined sub-dimensions of technical,
analytical, and decision making (the technical dimension),
human, communication and interpersonal (the human
dimension), and conceptual, flexible and diagnostic (the
conceptual dimension) with the tenth reflecting
administrative skills. As with the majority of theoretical
and empirical work in this domain, Peterson and Van Fleet’s
analysis applies more readily to larger organisations and
the definition of administrative skills seems particularly
applicable to the roles of lower level managers. No measure
has been developed to capture this more refined framing of
Katz’s original three dimensions. Furthermore, notably
absent from both Katz and Peterson and Van Fleet’s work are
strategic management or entrepreneurial skills9 which may

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reflect the tendency for these models to be more relevant
to managers in large organisations than SMEs. Shipper and
Davy identify six skill dimensions that (a) appear in more
than 50 per cent of the models that they reviewed, (b) are
defined consistently across models, and (c) have face
validity. The six skill dimensions are: 1. Participation
(encouraging upward communication), 2. Facilitation
(coaching, training and supporting others), 3. Recognising
and rewarding the performance of others, 4. Planning,
preparing and maintaining the workflow of the unit, 5. Time
emphasis (setting appropriate deadlines), and 6.
Controlling (monitoring and correcting performance of
others). The Shipper and Davy framework thus emphasises the
organisational skills that Katz refers to as conceptual,
and the interpersonal leadership skills that Katz refers to
as human skills.
Leadership and Management Skills and Performance
There is some evidence that, in the context of large
organisations, the skills of individual managers influence
performance (individual and unit) and career success. For
example, in one of the most rigorous causal tests of the

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skills hypothesis ever conducted, Bray and colleagues15
examined the career progression of assessment centre
candidates at AT&T over a period of 8 and 20 years. They
found that in addition to a range of specific traits, the
cognitive, administrative and interpersonal skills of
managers predicted career advancement through middle
management. In a meta-analysis of the association between
human capital and entrepreneurial success, Unger and
colleagues16 find a small but statistically significant
correlation (r=.098) between human capital and
entrepreneurial success defined as the profitability and
growth of entrepreneurial new ventures, including financial
and employment growth. The strength of the observed
correlation was greater for knowledge and skills than for
education and experience. Skills were more predictive of
firm size than of financial performance, and the
correlation was stronger for younger firms than for more
established firms all else equal. This meta-analytic
evidence is useful for suggesting important moderators of
the association between L&M skills and performance. That
is, in order to estimate the strength of association
between skills and outcomes, it is important to consider

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how firm age and size may alter this association.
Furthermore, these results suggest that results may vary
according to the measure of performance used. In sum,
existing literature suggests that an expectation of a
positive association between L&M skills and performance is
theoretically reasonable, although there have been few
empirical studies that rigorously test such an association.
Furthermore, there is reason to expect that the association
will be an indirect one, acting through the development of
effective management practices.
Teamwork among Teachers
The greatest resource that teachers have is other
teachers. But sadly, teamwork and collaboration are not
commonly found in schools. Teachers have very challenging
and stressful jobs, and part of that contributes to their
level of challenge and stress is a teacher's tendency to
isolate him- or herself. How many teachers close their door
and feel like they are all alone in fighting their
overwhelming battle against ignorance and apathy and
paperwork and standardized testing? (Glaze, 2014).

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The changing landscape of public education has had a
significant impact on the roles of the personnel who serve
in our schools. Teacher shortages, increasing numbers of
English language learners, and the rising enrollment of
students with disabilities and other special needs are just
some of the factors that make the need for a dynamic school
team more necessary than ever (Gerlach, 2002). To be
successful, teachers and paraeducators must view themselves
as teams and partners in the educational process.
A common thread across definitions of teams is that
teamwork can be defined as a process among partners who
share mutual goals and work together to achieve the goals.
Teamwork allows people to discuss their work together and,
as a result, to grow professionally.
Input from all team members needs to be solicited.
Questions need to be asked and answered. Ideas need to be
shared. Teamwork doesn’t happen by accident. It requires
effort and commitment, and a willingness to accept the
challenges of working together.
Team effectiveness can be achieved by sharing
expectations with one another, by allowing the para-
educator to participate in the planning process, by

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appreciating each other’s unique personality traits, by
respecting diversity, and by demonstrating a positive
attitude toward teamwork. Once a team works well together,
the job is less stressful, more enjoyable, more rewarding
for all team members, and results in greater benefit to
students.
If a team is to be effective, all members must have a
clear understanding of and agreement on the team goals. The
elements of a goal include (a) what is to be achieved; (b)
a measure of accomplishment – how we will know when the
outcome has been reached; and, (c) the time factor – when
we want to have the goal completed. The goals of the team
must be developed with input from all team members, and
roles and responsibilities of both teacher and paraeducator
in achieving the goals must be clearly defined. Several
factors need to be considered in determining these roles
and responsibilities. They include experience, training,
comfort level, time constraints, and knowledge levels of
individual team members. Together, the teacher and other
professional practitioners and the paraeducator determine
what needs to be done, by whom, and by when, clearly
defining roles, responsibilities, and expectations.

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Leadership is a critical factor for team success in
achieving goals. The leader is always the teacher or
another school professional who has been designated as the
paraeducator’s supervisor. The supervisor’s role is similar
to that of a coach. It involves assessing the
paraeducator’s skills and helping the paraeducator use them
to the fullest. Paraeducators contribute more effectively
when they are “coached” and encouraged to make optimal use
of their strengths and resources. A supervisor provides
direction and ideas, helps identify alternatives, raises
questions, and supplies feedback. One way to understand
that role is through the mentoring model {Gaylord, V.,
Wallace, T., Pickett, A. L., and Likins, M. (Eds.), 2002} .
Teamwork Theory: Stages of Group Development
One of the most influential models of teamwork theory
was developed in 1965 by Bruce Tuckman. His original model
identified four stages that all groups pass through as
they move from "newly formed" to "high-performance" teams.
In 1977, he revised the model to include a fifth stage.
Those stages are Forming, Storming, Norming, Performing,

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and Adjourning (https://www.project-management-
skills.com/teamwork-theory.html).
Stages of Group Development
FORMING
During the Forming stage, members of the project team
meet each other and learn about the tasks they will need
to perform. Team members will try to see how they fit in
with each other and understand what is expected of them.
During this stage, it is critical for the project manager
to provide structure and direction for the team. Clearly
defining the project's objectives and making sure each
team member understands their role and responsibilities
will help you lead the team through this stage
successfully.
STORMING
The Storming stage is characterized by interpersonal
issues such as conflict and polarization. During this
stage it is common for team members to challenge each
other, including the project manager! Team members will

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also question what they are doing and how it is being
done.
As the project manager, this will likely be the most
challenging time leading your project. Understanding that
this type of conflict is normal for any team will help you
pass through this stage successfully.
During this stage, some of the skills that will help
you build your team are conflict management, active
listening, and relationship building. It is also important
for you to be assertive, confident, and positive during
this stage, especially if some of the team members are
challenging your leadership.
NORMING
As conflicts become less intense and the team members
begin to understand and accept each other, the team will
gradually move into the Norming stage. It is during this
stage that your team starts to come together and is able
to focus more effectively on the project tasks and
objectives.
During this stage, you will want to focus on keeping
everyone moving in the right direction. Communication and

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constructive feedback will help you do this. You can
continue your team building efforts by arranging social
events with the team and making sure to give positive
recognition to team members.
PERFORMING
In the Performing stage, team members are comfortable
with each other and group norms have been accepted.
Interpersonal and structural issues have been settled and
support task performance. Team synergy is high during this
stage which results in high performance.
Now that the team is performing at a high level, you will
be able to focus more of your energy on leadership
activities and less on supervisory activities. This level
of synergy amplifies the overall effectiveness of your
project.
ADJOURNING
As the project comes to an end, the team moves into
the Adjourning stage. At this point, the team has become
very close and many of the team members will feel a sense
of loss. For this reason, this stage is also known as
the Mourning stage.

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As the project manager, it is important that you
arrange for a celebration to recognize the team's
accomplishments. This will close the project on a positive
note. Plus, you never know when you will work with some of
these same people on a future project you are leading.
They'll remember the recognition and appreciation you
showed them on this project.
Teacher Performance Evaluation Criteria and Descriptors
The following criteria and descriptors are designed to
let teachers and administrators know what the performance
expectations are for teachers in the system. They were
formulated after the committee reviewed considerable
research on teachers’ performance that identified specific
practices that characterize the most effective instructors.
A teacher’s performance will be judged in terms of 16
criteria. The descriptors are included as guidelines for
what is meant by a particular criterion. Their function is
to illustrate and provide examples for a given criterion.
They are not, nor were they intended to be, all-inclusive.
They are intended to help teachers and administrators
develop a common understanding about the expectations and

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provide a common language for discussing performance as it
pertains to the following criteria:
1. Plans Instruction • Follows prescribed curriculum • Uses
available materials and resources • Chooses activities
relevant to the prescribed curriculum • Chooses activities
appropriate to student abilities • Chooses activities,
materials, and resources appropriate for students with
special needs • Considers time available in planning •
Demonstrates flexibility in planning • Plans student
grouping according to instructional needs • Develops long-
range plans and daily lessons
2. Implements The Lesson • Focuses student attention •
Informs students of objective of the lesson • Relates the
lesson to previous and future lessons • Presents new
material clearly and logically • Models, demonstrates and
provides examples • Monitors student learning continuously
Provides feedback and re-teaches when necessary • Provides
opportunities for students to practice under direct
supervision of the teacher • Provides opportunities for
students to practice independently • Conducts smooth
transition from one activity to the next

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3. Motivates Students • Shows concern for students •
Establishes feeling/tone • Establishes a level of
difficulty which encourages success • Uses student interest
and background • Uses extrinsic/intrinsic rewards
4. Communicates Lesson • Uses variability in presentation •
Demonstrates enthusiasm, vigor, involvement, and interest
in lesson presentation • Speaks clearly • Puts ideas across
logically • Praises, elicits, and responds to student
questions
5. Demonstrates Knowledge Of The Curriculum • Teaches
accurate and up-to-date information • Coordinates learning
content with instructional objectives • Uses effective
examples and illustrations • Presents learning content in a
logical sequential order
6. Sets High Expectations For Student Achievement In
Accordance With Needs And Abilities • Communicates
expectations of performance to students • Uses objective
student data to set expectations • Uses evaluative feedback
to determine level of skill acquisition • Encourages
participation from all students • Uses higher order
questioning techniques to promote critical thinking skills

33
7. Maximizes Time on Task • Schedules learning time
according to policy for the subject area • Begins class
work promptly • Minimizes management time • Minimizes
transition time • Makes effective use of academic learning
time • Gives clear and concise directions
8. Integrates Materials and Methodology • Demonstrates
ability to conduct lessons using a variety of methods •
Organizes materials, supplies and equipment prior to the
lesson • Integrates materials and resources smoothly into a
lesson • Identifies available supplemental resources
9. Plans and Uses Evaluative Activities • Makes methods of
evaluation clear and purposeful to students • Monitors
student progress through a variety of appropriate
evaluation techniques • Prepares assignments which reflect
the material which has been taught
10. Provides Specific Evaluative Feedback • Provides
feedback on assignments as quickly as possible • Gives
written and oral comments, as well as points or scores •
Makes opportunities for one-to-one conferences to discuss
student progress • Interprets test results to students and
parents
34
11. Manages the Classroom • Manages discipline problems in
accordance with administrative regulations, school board
policies, and legal requirements • Establishes and clearly
communicates parameters for student classroom behavior •
Promotes self-discipline • Manages disruptive behavior
constructively • Demonstrates fairness and consistency •
Arranges the classroom for effective instruction
12. Interacts With Students • Gives criticism and praise
which are constructive • Makes an effort to know each
student as an individual • Provides opportunities for each
student to meet success regularly • Promotes positive self-
image in students • Communicates with students accurately
and with understanding • Creates a climate in which
students display initiative and assume a personal
responsibility for learning
13. Interacts With Parents And Community • Encourages
community involvement with the school • Provides a climate
which opens up communication between the teacher and parent
• Communicates with parents in the best interest of the
students • Supports parents/teacher activities • Provides
information related to support resources

35
14. Interacts with Administration And Other Educational
Personnel • Cooperates with other teachers, the
administration, and other educational personnel • Makes use
of support services as needed • Shares ideas and methods
with other teachers • Informs administration and/or
appropriate personnel of school related items
15. Is involved In Professional Growth Activities • Is
involved in professional associations • Participates on
district/state committees, etc. • Participates in
professional workshops • Attends professional meetings •
Keeps current in subject area • Engages in continuing
education
16. Supports And Implements School Regulations, Policies,
Procedures And Accepted Practices • Adheres to authorized
policies • Selects appropriate channels for resolving
concerns/problems • Participates in the development and
review of school policies and regulations • Strives to stay
informed regarding policies and regulations applicable to
his/her position • Exercises responsibility for student
management throughout the entire building • Uses discretion
in handling confidential information

36
CHAPTER III
METHODOLOGY
Chapter 3 consists of: (1) Research Design, (2) Locale
of the Study, (3) Respondents of the Study, (4) Sampling
Techniques, (6) Research Instrument, (7) Data Gathering
Procedure, and (8) Data Analysis.
Research Design
The descriptive – survey method of research will be
used in this study. The variables considered were the age,
marital status, educational attainment, years of experience
as coach, and sports involvement as the antecedent
variables, teamwork and time management as independent
variables and work performance as the dependent variable.

37
The results will serve as basis for the development of a
district-wide training program in the 4th District, Province
of Iloilo.
A descriptive survey attempts to establish the range
and distribution of some social characteristics, such as
education or training, occupation, and location, and to
discover how these characteristics may be related to
certain behavior patterns or attitudes
(http://ir.uiowa.edu).
Locale of the Study
This study will be conducted in all elementary schools
in the 4th District of Iloilo.
Respondents of the Study
All Elementary teachers who serve as coaches in the
District will serve as the respondents of this study.
Table 1. Profile of the Respondents
Classification N %
Entire Group 200 100.00
38
Sex
Male 130 65.00
Female 70 35.00
Age
36 yrs old and above 93 46.50
31 to 35 yrs old 64 32.00
26 to 30 yrs old 32 16.00
25 yrs old and below 11 5.50
Marital Status
Single 72 36.00
Married 128 64.00
Educational Attainment
Doctorate Degree 4 2.00
MA with units in 12 6.00
Doctorate
MA Degree 37 18.50
CAR 54 27.00
BS Degree with units 93 46.50
in MA
Length of Teaching
11 years and above 116 58.00
Below 11 years 84 42.00
Yrs of Experience as Coach
6 yrs and above 84 42.00
5 yrs and below 116 58.00
Sampling Technique
The Total Population Sampling was used in this study.
It is a type of purposive Sampling technique where the
entire populations that meet your criteria are included in
the research being conducted. Total Population Sampling is

39
more commonly used where the number of cases being
investigated is relatively small.
Research Instrument
The Teamwork questionnaire downloaded from
file:///C:/Users/user/Downloads and Time Management
Questionnaire downloaded from http://med.fau.edu will be
used for this study. Work performance will be measured
using the standardized teacher’s evaluation form by the
Department of Education. Secondary Data will be utilized
for Work Performance.
To interpret the result for time management, the
following rubric will be used:
 45 – 50 points: You have excellent time management
skills and should use this guide as a reference.
 30-44 points: You manage your time fairly well but
should use this guide to increase your skill.
 0 – 30 points: Your time management should be improved
for college but do not panic, following the subsequent
guidelines will assist you in improving your ability
and further your chances of success.

40
For teamwork, the four roles are Leader, Doer, Thinker
and Carer. The maximum score for each role is 20. The
highest score indicates the role the respondent best suited
for. The next highest indicates the back up role or roles.
Low scores say of 9 or below, suggest that the respondent
is not comfortable with that particular role. If the scores
are all around the 15 mark whilst there might be a
preference for one of two roles, it suggests you are
flexible enough to adopt any of the four roles.
For work performance, the rubric used by DepEd will be
utilized.
Data Gathering Procedure
Permission to conduct study in January 2019 will be
sought from the District Supervisors and Principals in the
4th District of Iloilo.
The researcher will provide orientation and direction
to the respondents in answering the questionnaire-
checklist. The respondents will be given enough time to
answer the instrument. Upon retrieval of the accomplished
questionnaires, the data will be tallied, computed,
analyzed, and interpreted.

41
Data Analysis
The SPSS or Statistical Package for Social Sciences
software (SPSS version 23) will be used to analyze the
data. The data gathered for this study were subjected to
the following statistical treatments:
Mean. The obtained mean scores will be used to
determine the time management, teamwork and work
performance of coaches in the 4th District of Iloilo.
Standard Deviation. To determine the subjects’
homogeneity or heterogeneity in terms of their time
management, teamwork and work performance the standard
deviation will be employed.
t-test and One-Way Analysis of Variance. To determine
the significance differences in the two- and three-level
categories of variables, the t-test and One-Way ANOVA set
at .05 alpha level will used.
Pearson’s r. To determine the significant correlation
between leadership styles and leadership competency level,
Pearson’s r test of relationship will be used.

42
43
CHAPTER IV
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA
This chapter presents the analyses and interpretation
of the gathered data from the elementary teachers in the 4th
district of Iloilo. This study aimed to determine the
extent of time management, working performance and
performance of coaches when working in teams. Likewise,
this study would like to ascertain if time management and
performance of coaches when working in teams are
significantly related to their work performance.
Extent of Time Management of the Respondents when taken as

a Whole and when Grouped as to Sex, Age, Marital Status,
Educational Attainment, Length of Teaching, and Years of
Experience as Coach
The mean result on the extent of time management of
the respondents when taken as a whole and when grouped as
to sex, age, marital status, educational attainment, length
of teaching, and years of experience as coach is shown in
table 2.
44
Entire Group. Results of the study showed that the
respondents highly managed their time as shown by the mean
of 2.91.
Sex. In terms of sex, the data revealed that both male
and female respondents have “high” time management as
indicated by the mean of 2.92 and 2.89 respectively.
The result implies that both males and females have
the same extent of time management.
Age. The respondents’ extent of time management when
grouped as to age were the same described as “high”.
Respondents who ages 26 to 30 years old obtained the
highest mean of 2.92, followed by 25 years old and below
and 36 years old and above (M=2.91), and 31 to 35 years old
(M=2.90).
The result indicates that the respondents have the
same extent of time management with regards to age.
Marital Status. In terms of marital status, both
single and married have “high” extent of time management as
shown by the mean of 2.92 and 2.90 respectively.
The result implies that single and married have the
same extent of time management.

45
Educational Attainment. When the respondents were
classified as to educational attainment, the extent of time
management of the respondents who earned doctorate degree,
MA with units in doctorate, MA degree, CAR, and BS degree
with units in MA was high as reflected by the mean of 2.89,
2.94, 2.92, 2.90, and 2.90 respectively.
The result means that the respondents have the same
extent of time management.
Length of Teaching. In terms of length of teaching,
the extent of time management of the respondents who
rendered 11 years and above and below 11 years was “high”
as shown by the mean score of 2.90 and 2.92 respectively.
The result indicates that the extent of time
management of the respondents when classified as to length
of teaching are the same.
Years of Experience as Coach. The respondents’ extent
of time management when grouped as to years of experience
as coach were the same described as “high”. Respondents who
have 6 years and above experience as coach obtained a mean
of 2.91 while respondents who have 5 years and below
experience got a mean of 2.90.

46
The result implies that the respondents have the same
extent of time management with regards to years of
experience as coach.
Table 2
Mean result on the extent of time management of the

respondents when taken as a whole and when grouped as to
sex, age, marital status, educational attainment, length of
teaching, and years of experience as coach
Classification N Mean SD Description

Entire Group 200 2.91 .13 High
Sex
Male 130 2.92 .17 High
Female 70 2.89 .16 High
Age
36 yrs old and above 93 2.91 .14 High
31 to 35 yrs old 64 2.90 .16 High
26 to 30 yrs old 32 2.92 .04 High
25 yrs old and below 11 2.91 .06 High
Marital Status
Single 72 2.92 .12 High
Married 128 2.90 .14 High
Doctorate Degree 4 2.89 .07 High
MA with units in 12 2.94 .05 High
Doctorate
MA Degree 37 2.92 .03 High
CAR 54 2.90 .13 High
BS Degree with units 93 2.90 .16 High
in MA
Length of Teaching
11 years and above 116 2.90 .15 High
Below 11 years 84 2.92 .11 High
47

6 yrs and above 84 2.91 .11 High
5 yrs and below 116 2.90 .15 High
Legend:
2.34-3.00 - High
1.67-2.33 - Average
1.00-1.66 – Low
Work Performance of the Respondents Working in Teams when

Taken as a Whole and when Grouped as to Variables
48
Table 3. Mean result on the work performance of the

respondents working in teams when taken as a whole and
when grouped as to sex, age, marital status,
educational attainment, length of teaching, and years
of experience as coach

Entire Group 200 2.93 .04 High
Sex
Male 130 2.93 .03 High
Female 70 2.92 .05 High
Age
36 yrs old and above 93 2.93 .05 High
31 to 35 yrs old 64 2.93 .03 High
26 to 30 yrs old 32 2.93 .04 High
25 yrs old and below 11 2.93 .03 High
Marital Status
Single 72 2.93 .04 High
Married 128 2.93 .04 High
Doctorate Degree 4 2.94 .04 High
MA with units in 12 2.94 .02 High
Doctorate
MA Degree 37 2.93 .03 High
CAR 54 2.93 .04 High
BS Degree with units 93 2.93 .04 High
in MA
Length of Teaching
11 years and above 116 2.93 .03 High
Below 11 years 84 2.93 .04 High
49
6 yrs and above 84 2.93 .04 High

5 yrs and below 116 2.93 .04 High
Legend:
2.34-3.00 - High
1.67-2.33 - Average
1.00-1.66 – Low
Work Performance of the Respondents when Taken as a Whole

and when Grouped as to Variables
50
Table 4. Mean result on the work performance of the

respondents when taken as a whole and when grouped as
to sex, age, marital status, educational attainment,
length of teaching, and years of experience as coach

Entire Group 200 3.98 .44 Very Satisfactory
Sex
Male 130 4.00 .40 Very Satisfactory
Female 70 3.92 .50 Very Satisfactory
Age
36 yrs old and above 93 3.94 .45 Very Satisfactory
31 to 35 yrs old 64 4.00 .44 Very Satisfactory
26 to 30 yrs old 32 4.09 .24 Very Satisfactory
25 yrs old and below 11 3.75 .66 Very Satisfactory
Marital Status
Single 72 4.03 .39 Very Satisfactory
Married 128 3.95 .47 Very Satisfactory
Doctorate Degree 4 4.10 .31 Very Satisfactory
MA with units in 12 4.14 .24 Very Satisfactory
Doctorate
MA Degree 37 3.97 .50 Very Satisfactory
CAR 54 4.02 .42 Very Satisfactory
BS Degree with units 93 3.92 .45 Very Satisfactory
in MA
Length of Teaching
11 years and above 116 3.98 .41 Very Satisfactory
Below 11 years 84 3.97 .47 Very Satisfactory
Yrs of Experience as
Coach
6 yrs and above 84 3.98 .41 Very Satisfactory
5 yrs and below 116 3.98 .46 Very Satisfactory
51
Legend:
4.50-5.00 - Outstanding
3.50-4.49 – Very Satisfactory
2.50-3.49 - Satisfactory
1.50-2.49 - Fair
below 1.50 – Poor
Inferential Data Analysis
Difference in the Time Management of the Respondents when

Grouped as to Sex, Marital Status, Length of Teaching, and
Years of Experience as Coach
Table 5a shows the t-test result showing the
difference in the time management of the respondents when
grouped as to sex, marital status, length of teaching, and
years of experience as coach.
Sex. The t-test for independent samples revealed that
t (198) = 1.633, p (.104) > .05 which means that there was
no significant difference existed between the time
management of male and female respondents. Thus, the null
hypothesis that there is no significant difference in the
time management of the respondents when grouped as to sex
was not rejected.
The result implies that sex is not a factor that
affects the time management of the respondents.
Marital Status. The t-test for independent samples
showed that t (198) = .703, p (.483) > .05 whihc means that
52
there was no significant difference existed in the time
management of the respondents in terms of marital status.
Hence, the null hypothesis that there is no significant
difference in the time management of the respondents when
grouped as to marital status was not rejected.
The result indicates that marital status is not a
factor the affects the time management of the respondents.
Length of Teaching. The t-test for independent samples
revealed that t (198) = .841, p (.402) > .05 which means
that there was no significant difference existed in the
time management of the respondents when classified as to
length of teaching . Therefore, the null hypothesis that
there is no significant difference in the time management
of the respondents when grouped as to length of teaching
was not rejected.
The result means that length of service is not a
factor that affects the time manaegement of the
respondents.
Years of Experience as Coach. The t-test for
independent samples showed that t (198) = .283, p (.777) >
.05 which means that there was no significant difference in
the time management of the respondents when classified as

53
to years of experience as coach. Thus, the nully hypothesis
that there is no significamt difference in the time
management of the respondents when grouped as to years of
experience as coach was not rejected.
The result implies that years of experience as coach
is not a factor that affects the time management of the
respondents.
Table 5a
t-test result showing the difference in the time management

of the respondents when grouped as to sex, marital status,
length of teaching, and years of experience as coach
Sig (2-
Classification N Mean df t-value
tailed)
Sex
Male 130 2.93 198 1.633ns .104
Female 70 2.92
Marital Status
Single 72 2.93 198 .703ns .483
Married 128 2.93
Length of Teaching
11 years and above 116 2.93 198 .841ns .402
Coach
6 yrs and above 84 2.93 198 .283ns .777
ns-not significant at .05 alpha level
54
Difference in the Time Management of the Respondents when

Grouped as to Age and Educational Attainment
The difference in the time management of the
respondents when grouped as to age and educational
attainment is reflected in table 5b.
Age. The Analysis of Variance showed that F(3,196) =
.122, P (.947) > .05 which means that there was no
significant difference in the time management of the
respondents when classified as to age. Thus, the null
time management of the respondents when classified as to
age was not rejected.
The result implies that age is not a factor that
affects the time management of the respondents.
Educational Attainment. The Analysis of Variance
revealed that F (3,196) = .496, p (.739) > .05 which means
that there was no significant difference in the time
management of the respondents when grouped as to
educational attainment . Therefore, the null hypothesis

55
that there is no significant difference in the time
management of the respondents when grouped as to
educational attainment was not rejected.
The result indicates that educational attainment is
not a factor the affects the time management of the
respondents.
Table 5b
ANOVA result showing the difference in the time management

of the respondents when grouped as to age and educational
attainment
Sum of Mean
Classification df F Sig
Squares Square
Age
Between Groups .007 3 .002 .122ns .947
Within Groups 3.549 196 .018
Total 3.556 199
Total 3.556 199
56
Difference in the Work Performance of the Respondents when

Working in Teams when Grouped as to Sex, Marital Status,
Length of Teaching, and Years of Experience as Coach
Table 6a shows the difference in the work performance
of the respondents working in teams when grouped as to sex,
marital status, length of teaching, and years of experience
as coach.
no significant difference existed between the work
performance of male and female respondents when working in
teams. Thus, the null hypothesis that there is no
significant difference in the work performance of the
respondents working in teams when grouped as to sex was not
rejected.
affects the work performance of the respondents when
working in teams.
showed that t (198) = .730, p (.466) > .05 whihc means that
there was no significant difference existed in the work
performance of the respondents working in teams in terms of
marital status. Hence, the null hypothesis that there is no

57
respondents working in teams when grouped as to marital
status was not rejected.
factor the affects the work performance of the respondents
when working in teams.
work performance of the respondents working in teams when
classified as to length of teaching . Therefore, the null
grouped as to length of teaching was not rejected.
factor that affects the work performance of the respondents
when working in teams.
the work performance of the respondents working in teams
when classified as to years of experience as coach. Thus,

58
the nully hypothesis that there is no significamt
difference in the work performance of the respondents
working in teams when grouped as to years of experience as
coach was not rejected.
is not a factor that affects the work performance of the
respondents when working in teams.
Table 6a.
t-test result showing the difference in the work

performance of the respondents when working in teams when
grouped as to sex, marital status, length of teaching, and
years of experience as coach
Sig (2-
tailed)
Sex
Male 130 2.93 198 1.633ns .104
Female 70 2.92
Marital Status
Single 72 2.93 198 .730ns .466
Married 128 2.93
Length of Teaching
Coach
6 yrs and above 84 2.93 198 .013ns .989
59

Working in Teams when Grouped as to Age and Educational
Attainment
The difference in the work performance of the
respondents working in teams when grouped as to age and
educational attainment is reflected in table 6b.
.398, p (.754) > .05 which means that there was no
respondents working in teams when classified as to age.
Thus, the null hypothesis that there is no significant
difference in the work performance of the respondents
working in teams when classified as to age was not
rejected.
affects the work performance of the respondents when
working in teams.
that there was no significant difference in the work
performance of the respondents working in teams when
grouped as to educational attainment. Therefore, the null

60
grouped as to educational attainment was not rejected.
not a factor the affects the work performance of the
respondents when working in teams.
Table 6b
ANOVA result showing the difference in the work performance

of the respondents when working in teams when grouped as to
age and educational attainment
Sum of Mean
Squares Square
Age
Within Groups .320 196 .002
Total .322 199
Within Groups .321 195 .002
Total .322 199
61

Grouped as to Sex, Marital Status, Length of Teaching, and
Years of Experience as Coach
Table 7a shows the difference in the work performance
of the respondents when grouped as to sex, marital status,
length of teaching, and years of experience as coach.
no significant difference existed between the work
performance of male and female respondents. Thus, the null
work performance of the respondents when grouped as to sex
was not rejected.
affects the work performance of the respondents.
showed that t (198) = 1.258, p (.210) > .05 which means
work performance of the respondents in terms of marital
status. Hence, the null hypothesis that there is no

62
respondents when grouped as to marital status was not
rejected.
factor the affects the work performance of the respondents.
work performance of the respondents when classified as to
length of teaching . Therefore, the null hypothesis that
there is no significant difference in the work performance
of the respondents when grouped as to length of teaching
was not rejected.
factor that affects the work performance of the
respondents.
the work performance of the respondents when classified as
to years of experience as coach. Thus, the nully hypothesis
that there is no significamt difference in the work

63
performance of the respondents when grouped as to years of
experience as coach was not rejected.
is not a factor that affects the work performance of the
respondents.
Table 7a
t-test result showing the difference in the work

performance of the respondents when grouped as to sex,
marital status, length of teaching, and years of experience
as coach
Sig (2-
tailed)
Sex
Male 130 4.00 198 1.248ns .213
Female 70 3.92
Marital Status
Single 72 4.03 198 1.258ns .210
Married 128 3.95
Length of Teaching
Coach
6 yrs and above 84 3.98 198 .004ns .997
64

Grouped as to Age and Educational Attainment
The difference in the work performance of the
respondents when grouped as to age and educational
attainment is reflected in table 7b.
1.921, p (.127) > .05 which means that there was no
respondents when classified as to age. Thus, the null
work performance of the respondents when classified as to
age was not rejected.
affects the work performance of the respondents.
that there was no significant difference in the work
performance of the respondents when grouped as to
educational attainment. Therefore, the null hypothesis that
there is no significant difference in the work performance
of the respondents when grouped as to educational
attainment was not rejected.

65
not a factor the affects the work performance of the
respondents.
Table 7b
ANOVA result showing the difference on the level of work

performance of the respondents when grouped as to age and
educational attainment
Sum of Mean
Squares Square
Age
Between Groups 1.109 3 .370 1.921ns .127
Total 38.828 199
Total 38.828 199
66
Relationship between Time Management and Work Performance
Table 8 reflects the relationship between time
management and work performance. The results revealed that
a marked or moderate (r=.582) and significant (p=.039)
relationship existed between the time management and work
performance of the respondents. Thus, the null hypothesis
which states that there is no significant relationship
between the time management and and work performance of the
respondents was rejected.
Table 8
Pearson’s r result showing the relationship between time

management and work performance
Sig 2
Variable r Interpretation
(tailed)
Time Management Significant

vs .582 .039* Marked or Moderate
Work Performance Relationship
*significant at .05 alpha level

Legend (r):
1.00 denotes perfect relationship
0.91 to 0.99 denotes very high relationship
0.71 to 0.90 denotes high relationship
0.41 to 0.70 denotes marked or moderate relationship
0.21 to 0.40 denotes low or slight relationship
0.00 to 0.20 denotes negligible relationship
67
Relationship between Work Performance and Work Performance

when Working in Teams
Table 9 shows the relationship between work performance
and work performance when working in teams of the
respondents. The results revealed that a high (r=.880) and
significant (p=.011) relationship existed between the work
performance and work performance when working in teams of
the respondents. Thus, the null hypothesis that there is no
significant relationship between the work performance and
work performance when working in teams was not rejected.
Table 9. Pearson’s r result showing the relationship

between working performance and work performance when
working in teams
Sig 2
Variable r Interpretation
(tailed)
Working Performance
vs .880 .011* Significant
Work Performance High Relationship
when Working in
Teams
*significant at .05 alpha level
Legend (r):
1.00 denotes perfect relationship
0.91 to 0.99 denotes very high relationship
0.71 to 0.90 denotes high relationship
0.41 to 0.70 denotes marked or moderate relationship
0.21 to 0.40 denotes low or slight relationship
0.00 to 0.20 denotes negligible relationship
68
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary, conclusions, and
recommendations of the present study.
Summary
This descriptive-correlation research was conducted to
find out the extent of time management, working performance
and performance of coaches when working in teams in the 4th
district of Iloilo. Likewise, this study was intended to
ascertain if there were significant differences in the time
management, working performance and performance of coaches
working in teams when classified as to sex, age, marital
status, educational attainment, length of teaching, and
years of experience as coach. Furthermore, this study would
like to determine if time management and performance of
coaches when working in teams are significantly related to
their work performance. The respondents were the two
hundred (200) elementary teachers in the 4th district of
Iloilo. They were chosen using the stratified random
sampling technique. Data gathered were analyzed using the

69
mean, t-test, ANOVA, and Pearson Product Moment Coefficient
of Correlation using the SPSS (Statistical Package for
Social Sciences) version 20 set at .05 alpha level of
significance.
Findings
The result of the study revealed the following:
Conclusions
In view of the findings of the study, the following
conclusions were made:
Recommendations
Based on the findings and conclusions, the researchers
arrived at the following recommendations:

70
APPENDICES
71
APPENDIX A
72
“TIME MANAGEMENT AND TEAMWORK AS RELATED TO COACHES WORK

PERFORMANCE:INPUTS TO DISTRICT-WIDE SPORTS TRAINING AND
DEVELOPMENT PROGRAM”
Part I. Profile of the Respondents

Kindly provide the information below by filling-out the
needed data or by checking the appropriate box.
Name (Optional): __________________________
Gender: Male
Female
Age: 20- 25 years old
26-30 years old
31-35 years Old
36 years old and above
Marital Status: Single Married Widow

Educational Attainment:
Degree
Ph.D/Ed.D Degree
MA with units in Doctorate Degree
Master’s Degree
CAR
Baccalaureate with units in Master’s Degree

73
Length of Teaching Experience
Below 11 years
11-20 years
21 years and above
Years of Experience as Coach:
1- 5 years 6-10 years 11-15 years
16 years above
Sports Involvement: (Please
Specify)________________________________________________
Part II. Coaches’ Teamwork Questionnaire

Direction: Kindly rate yourself based on the following
criteria below. Check on the appropriate column that
signifies your teamwork in corresponds to the statement.
As a Coach Often Sometimes Rarely

1. I go out of my way to encourage
people in the group.
2. I am inclined to get impatient with
people who’ beat about the bush’
3. I urge the group to stick to plans
and schedules and meet deadlines.
4. When there are different opinions
within the group, I encourage
74
people to talk their differences

through to a consensus.
5. I can be counted on to continue
original ideas.
6. I use number to ease tensions and
maintain good relationships.
7. I seek common understanding prior
to making decisions.
8. I listen carefully to what others
have to say.
9. I avoid getting involved with
conflicts.
10. I can quickly see what is wrong
with unsound ideas put forward by
others.
11. I openly communicate the whys and
wherefores of a situation.
12. I am always ready to back a good
suggestions in the common interest.
13. I tend to put forward lots of
ideas.
14. I draw people out whenever I sense
they have something to contribute.
15. When things aren’t progressing well
I push ahead and get the job done.
16. I develop other people’s ideas so
that they are improved.
17. I tend to change my mind after
listening to other people’s point
of view.
18. I tend to seek approval and support
from others.
19. I don’t mind being unpopular if it
gets the job done.
20. I actively seek ideas and opinions
from other people.
21. I am a friendly person and find it
easy to establish a good rapport
with others.
22. I am careful not to jump to
conclusions too quickly.
23. I am good at noticing when someone
75
in the group is feeling aggrieved

and upset.
24. I enjoy analyzing situations and
weighing up alternatives.
25. I can work well with a very wide
range of people.
26. I have reputation for having a no-
nonsense call a spade a spade
style.
27. I like to feel I’m fostering good
working relationships.
28. I tend to be forceful and dynamic.
29. I like to participate probable
difficulties and be prepared for
them.
30. I press for action to make sure
people don’t waste time or go round
in circles.
31. I can usually get people to agree
on a course of action.
32. When people have second thoughts, I
urge them to press on with the task
in hand.
33. I like to ponder alternatives
before making up my mind.
34. I tend to be open about how I am
feeling.
35. People sometimes think I’m being
too analytical and cautious.
36. In discussions I like to get
straight to the point.
37. While I’m interested in all views I
do not hesitate to make up my mind
when a decision has to be taken.
38. Flippant people who don’t take
things seriously enough irritate
me.
39. I am able to influence people
without pressurizing them.
40 I like to think things through
before doing something.
76
Kindly rate yourself based on the following criteria below.

Check on the appropriate column that signifies your time
management proficiency in corresponds to the statement.
0 - Never
1 - Sometimes
2 - Always
As a Coach Always Sometimes Never

1. I do things in order of
priority
2. I accomplish what needs to be
done during the day
3. I always get assignments done
on time
4. I feel use my time effectively
during practice
5. I tackle difficult or
unpleasant tasks without
procrastinating
6. I force myself to make time
for planning
7. I spend enough time planning
8. I prepare a daily or weekly
“to do” list
9. I prioritize my list in order
of importance, not urgency
10. I am able to meet deadlines
without rushing at the last
minute
11. I keep up-to-date on my
reading and homework
assignments
12. I prevent interruptions from
distracting me from high
priority task
13. I avoid spending too much time
on trivial matters
77
14. I spend enough time on

academic matters
15. I plan time to relax and be
with friends in my weekly
schedule
16. I have a weekly schedule on
which I record fixed
commitments such as classes
and work hours
17. I try to do the most important
tasks during my most energetic
periods of the day
18. I make constructive use of my
commuting time
19. I periodically re-assess my
activities in relation to my
goals
20. I have discounted any wasteful
or unprofitable activities or
routines
21. I screen and group my
telephone calls to allow to
control over telephone
interruptions during practice
22. I judged myself by
accomplishments of tasks
rather than by amount of
activity or “busy-ness”
23. My actions are determined
primarily by me, not by
circumstances or by other
peoples priorities
24. I have a clear idea of what I
want to accomplish during the
coming semester
25. I am satisfied with the way I
use my time
78

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Republic of the Philippines

ILOILO STATE COLLEGE OF FISHERIES

TIME MANAGEMENT AND TEAMWORK AS RELATED TO COACHES’ WORK

PERFORMANCE: INPUTS TO DISTRICT-WIDE TRAINING AND

DEVELOPMENT PROGRAM STYLE

LEYLA LEAH Z. SABAN

Background of the Study

Business experts and academicians contended that

organizations or firms can improve and recover their

performance by using and developing various work teams

(Ayaz, 2016). Several reports described regarding a number

of benefits of teams, including bigger participation and

involvement, increased consideration to progression

enhancements and improved employee satisfaction. There are

many clarifications that have been explained by several of

scholars regarding teamwork. Some of definitions are; work

teams come in variety of types and sizes, cutting across

different exchange, function, inner processes and external

linkages. Teams and teamwork encourage profound learning

that occurs over communications, problem resolving,

dialogue, cooperation and collaboration. The learning

strategies endorse the construction of knowledge as they

are fixed in social experiences with a team atmosphere.

Teamwork is defined by as a supportive process that permits

ordinary individuals to attain unexpected result. Team has

a joint goal or purpose where team member can grow

effective, mutual relations to accomplish team goal. Teams

are an essential portion of numerous administrations and

should be combined as part of the transfer of tertiary

elements. Fruitful teamwork depend on upon synergism

remaining between all team members generating a situation

or environment where they are all eager to contribute,

partake or participate in order to stimulate and cherish

an optimistic, actual team environment. Team followers must

be flexible sufficient to familiarize to cooperative

working surroundings where goals are accomplished through

teamwork and social interdependence rather than

individualized, competitive goals. Teamwork answers upon

individuals employees working collectively in a supportive

environment to attain shared team goals over sharing

knowledge, skill and abilities. Team members require to

generate an environment where together and collectively

they can contribute for more than as individuals do. A

constructive interdependent team atmosphere carries out the

greatest in each person empowering the team to attain and

realize their goals for superior level.

The optimistic effects of productive teamwork can

strengthen a whole teammates and organization, just as the

undesirable result of a lack of teamwork can cripple an

organization. No matter how hard a group of individuals try

to work collectively and collaborating each other for

creating an effective team, in case if there is not

existence of proper HR in any organization they might fail

to manage a better teamwork for instance, without the right

you are team leader or team member, teamwork is important.

If we focus on structures of team so there is broad

compromise in the literature about the describing

Numerous perceptions exist and researchers in the

field of working environments differ in their view of what

teamwork actually means. Teamwork is defined by Chen and

Bailey as cited by Ayaz (2016) “as a work group part with a

mutual drive through which participants raise joint

associations for the achievement of goal and tasks”. Work