Republic of the Philippines

ILOILO STATE COLLEGE OF FISHERIES

College Of Education
Barotac Nuevo, Iloilo
1

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

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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
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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

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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

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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.

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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
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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

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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.

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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.

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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.

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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.
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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.

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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.

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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
Educational Attainment
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
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Yrs of Experience as Coach

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
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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

Classification N Mean SD Description

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
Educational Attainment
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
Yrs of Experience as Coach
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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
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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

Classification N Mean SD Description

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
Educational Attainment
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
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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
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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

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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
Below 11 years 84 2.93
Yrs of Experience as
Coach
6 yrs and above 84 2.93 198 .283ns .777
5 yrs and below 116 2.93
ns-not significant at .05 alpha level
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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

hypothesis that there is no significant difference in the

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

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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
Educational Attainment
Between Groups .036 4 .009 .496ns .739
Within Groups 3.520 195 .018
Total 3.556 199
ns-not significant at .05 alpha level
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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.

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 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.

The result implies that sex is not a factor that

affects the work performance of the respondents when

working in teams.

Marital Status. The t-test for independent samples

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

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significant difference in the work performance of the

respondents working in teams when grouped as to marital

status was not rejected.

The result indicates that marital status is not a

factor the affects the work performance of the respondents

when working in teams.

Length of Teaching. The t-test for independent samples

revealed that t (198) = .698, p (.486) > .05 which means

that there was no significant difference existed in the

work performance of the respondents working in teams when

classified as to length of teaching . Therefore, the null

hypothesis that there is no significant difference in the

work performance of the respondents working in teams when

grouped as to length of teaching was not rejected.

The result means that length of service is not a

factor that affects the work performance of the respondents

when working in teams.

Years of Experience as Coach. The t-test for

independent samples showed that t (198) = .013, p (.789) >

.05 which means that there was no significant difference in

the work performance of the respondents working in teams

when classified as to years of experience as coach. Thus,

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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.

The result implies that years of experience as coach

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-
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 .730ns .466
Married 128 2.93
Length of Teaching
11 years and above 116 2.93 198 .698ns .486
Below 11 years 84 2.93
Yrs of Experience as
Coach
6 yrs and above 84 2.93 198 .013ns .989
5 yrs and below 116 2.93
ns-not significant at .05 alpha level
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Difference in the Work Performance of the Respondents when

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.

Age. The Analysis of Variance showed that F(3,196) =

.398, p (.754) > .05 which means that there was no

significant difference in the work performance of the

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.

The result implies that age is not a factor that

affects the work performance of the respondents when

working in teams.

Educational Attainment. The Analysis of Variance

revealed that F (3,196) = .164, p (.956) > .05 which means

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

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hypothesis that there is no significant difference in the

work performance of the respondents working in teams when

grouped as to educational attainment was not rejected.

The result indicates that educational attainment is

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
Classification df F Sig
Squares Square
Age
Between Groups .002 3 .001 .398ns .754
Within Groups .320 196 .002
Total .322 199
Educational Attainment
Between Groups .001 4 .000 .164ns .956
Within Groups .321 195 .002
Total .322 199
ns-not significant at .05 alpha level
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Difference in the Work Performance of the Respondents when

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.

Sex. The t-test for independent samples revealed that

t (198) = 1.248, p (.213) > .05 which means that there was

no significant difference existed between the work

performance of male and female respondents. Thus, the null

hypothesis that there is no significant difference in the

work performance of the respondents when grouped as to sex

was not rejected.

The result implies that sex is not a factor that

affects the work performance of the respondents.

Marital Status. The t-test for independent samples

showed that t (198) = 1.258, p (.210) > .05 which means

that there was no significant difference existed in the

work performance of the respondents in terms of marital

status. Hence, the null hypothesis that there is no

significant difference in the work performance of the

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respondents when grouped as to marital status was not

rejected.

The result indicates that marital status is not a

factor the affects the work performance of the respondents.

Length of Teaching. The t-test for independent samples

revealed that t (198) = .241, p (.810) > .05 which means

that there was no significant difference existed in the

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.

The result means that length of service is not a

factor that affects the work performance of the

respondents.

Years of Experience as Coach. The t-test for

independent samples showed that t (198) = .004, p (.997) >

.05 which means that there was no significant difference in

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

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performance 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 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-
Classification N Mean df t-value
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
11 years and above 116 3.97 198 .241ns .810
Below 11 years 84 3.98
Yrs of Experience as
Coach
6 yrs and above 84 3.98 198 .004ns .997
5 yrs and below 116 3.98
ns-not significant at .05 alpha level
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Difference in the Work Performance of the Respondents when

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.

Age. The Analysis of Variance showed that F(3,196) =

1.921, p (.127) > .05 which means that there was no

significant difference in the work performance of the

respondents when classified as to age. Thus, the null

hypothesis that there is no significant difference in the

work performance of the respondents when classified as to

age was not rejected.

The result implies that age is not a factor that

affects the work performance of the respondents.

Educational Attainment. The Analysis of Variance

revealed that F (3,196) = .957, p (.432) > .05 which means

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.

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The result indicates that educational attainment is

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
Classification df F Sig
Squares Square
Age
Between Groups 1.109 3 .370 1.921ns .127
Within Groups 37.718 196 .192
Total 38.828 199
Educational Attainment
Between Groups .747 4 .187 .957ns .432
Within Groups 3.080 195 .195
Total 38.828 199
ns-not significant at .05 alpha level
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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
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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
 Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
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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

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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:

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APPENDICES
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APPENDIX A
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“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

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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
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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
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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.
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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
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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
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