Improving Teachers’ Punctuality Through a Short‑Cycle Time Management LAC Intervention

Abstract

This study examined the effectiveness of a short-cycle Time Management Learning Action Cell (LAC) Intervention in improving teachers’ professional timeliness at Basak National High School. The research was anchored on principles of reflective practice, collaborative learning, accountability mechanisms, and structured professional support aimed at strengthening punctuality, classroom transitions, and timely submission of reports. A descriptive mixed-methods action research design was employed involving 14 purposively selected teachers who demonstrated recurring concerns related to professional timeliness. Quantitative data were gathered using researcher-made self-assessment instruments, attendance records, transition monitoring records, and report submission logs, while qualitative data were obtained through Learning Action Cell sessions, Focus Group Discussions, coaching notes, and reflective outputs. Descriptive statistics, paired-samples comparison, thematic analysis, and data triangulation were utilized to analyze the findings. Results showed that teachers’ overall time-management practices improved from “Often” during the pre-test to “Always” during the post-test, particularly in punctuality, preparation of instructional materials, and professional routines. Although the statistical analysis did not reveal a significant difference between pre-test and post-test scores, qualitative findings indicated increased self-awareness, accountability, motivation, and adoption of practical time-management strategies among participants. Teachers also identified persistent challenges related to workload demands, administrative responsibilities, transportation difficulties, and structural school conditions affecting classroom transitions and instructional efficiency. The study concluded that improving professional timeliness requires both individual commitment and sustained institutional support through collaborative professional development, effective monitoring systems, and supportive leadership practices. The study supports SDG 4 – Quality Education by promoting instructional efficiency and professional development, SDG 8 – Decent Work and Economic Growth through strengthened workplace accountability and productivity, and SDG 16 – Peace, Justice, and Strong Institutions by encouraging evidence-based and collaborative school practices. The findings contribute to educational, institutional, and organizational sustainability by supporting efficient school operations, collaborative professional learning, and continuous improvement in instructional delivery.