Trends of Time Management Practices and Academic Achievement Among Pre- Service Teachers
This empirical study of 531 pre-service teachers in Odisha reveals that while gender, sleep quality, and attendance significantly influence time management practices, there is no significant correlation between time management and academic achievement, highlighting an urgent need to integrate structured time management training into teacher education curricula to support holistic development under NEP 2020.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
Time is a resource that cannot be saved, only spent. For anyone navigating the complex demands of modern life, the ability to organize that time is often seen as the key to success. In the world of education, this skill is not just about personal efficiency; it is a foundational trait that future teachers must possess before they can effectively guide others. Recent educational policies in India have highlighted the need for students to master "soft skills," such as self-discipline and the ability to manage their schedules, to thrive in a rapidly changing global environment. These are not abstract concepts but practical tools that help individuals balance academic work, personal obligations, and health. When students enter teacher training programs, they face a unique set of challenges: they must learn to teach while simultaneously managing their own rigorous coursework, often while juggling family duties or part-time jobs. Understanding how these future educators handle their time offers a window into their readiness for the profession and their own well-being.
A team of researchers in the Indian state of Odisha set out to investigate exactly how trainee teachers manage their daily lives. They focused on a group of 531 students enrolled in government teacher training colleges across three districts. These students were preparing to become teachers through various programs, including integrated teacher education programs (ITEP), two-year B.Ed courses, D.El.Ed, and B.H.Ed. The researchers wanted to see if these students could effectively organize their days, whether their habits changed based on their gender or where they lived, and if their ability to manage time actually translated into better grades. To gather this information, the team distributed a detailed questionnaire that asked the students about their daily routines, their sleep habits, their attendance in class, and their feelings about their own productivity. The survey asked simple, direct questions, such as whether they made lists of tasks, planned their days in advance, or felt in control of their time.
The results painted a picture of a group that is aware of the need for better organization but often struggles to put those plans into action. When asked about their habits, the students revealed a mixed bag of behaviors. A significant portion of them, nearly two-thirds, admitted that they set priorities and honored them, and many felt they were in charge of their own time. However, a large number also confessed to working on assignments the night before they were due, a habit that suggests a reliance on last-minute pressure rather than steady planning. More than half of the students acknowledged that there was room for improvement in how they managed their time, indicating a strong self-awareness of their own shortcomings. Interestingly, the study found that while these students were conscious of the need for better habits, their actual academic grades did not seem to be directly linked to how well they managed their time. The data showed no meaningful connection between a student's time management score and their academic achievement, suggesting that other factors, perhaps not measured in this survey, were driving their grades.
The researchers also looked at how different groups of students compared to one another. They found that gender played a role in how time was organized. Female trainee teachers scored higher on time management skills than their male counterparts, suggesting that women in this group were slightly more organized or disciplined in their daily routines. In contrast, where a student lived—whether in a rural village or an urban city—made no difference at all. The ability to manage time was consistent across geographical boundaries, implying that the challenges of organization are universal rather than specific to a certain location. One of the most striking findings concerned sleep. Students who reported getting sound, restful sleep were significantly better at managing their time than those who did not. This connection highlights that physical well-being is a prerequisite for mental organization; without adequate rest, the ability to plan and execute tasks effectively diminishes.
The study also examined the relationship between how often students attended classes and how well they managed their time. The data showed a clear link: students with higher attendance rates tended to have better time management skills. However, when the researchers dug deeper to see exactly which groups differed from one another, the picture became more complicated. While the overall trend was significant, the differences between specific attendance groups were not always distinct enough to be statistically certain. This suggests that the relationship between showing up to class and managing one's time is nuanced, influenced by a web of personal and systemic factors rather than a simple cause-and-effect chain. The researchers noted that many students face external pressures, such as social obligations or the need to say yes to others, which can derail their schedules. They also observed that a lack of structured guidance in their training programs might be leaving these future teachers to figure out these essential life skills on their own.
Ultimately, this research points to a gap between knowing what needs to be done and actually doing it. The future teachers in Odisha understand the value of discipline and planning, yet many struggle to implement these habits consistently. The study concludes that teacher training programs need to do more than just teach subject matter; they must include specific training on how to manage time, set goals, and maintain a healthy balance between work and rest. By integrating these life skills into the curriculum, institutions can help create a more resilient workforce of educators who are not only knowledgeable but also capable of modeling the self-discipline they hope to instill in their own students. The findings serve as a reminder that in the pursuit of academic and professional excellence, the foundation is often built on the quiet, daily practice of managing one's own time.
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