research on time management for teachers

Time and Schools: What the Research Says

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Alice sighed wearily. “I think you might do something better with the time,” she said, “than waste it in asking riddles that have no answers.”

“If you knew Time as well as I do,” said the Hatter, “you wouldn’t talk about wasting it. It’s him. ... Now, if you only kept on good terms with him, he’d do almost anything you liked with the clock.”

—Lewis Carroll, Alice’s Adventures in Wonderland.

School leaders and teachers are constantly trying to extend time, wrangle time, squeeze more time—but all too often, the traditions and truisms about how schools should use time turn out to be as upside-down as a tea party in Wonderland.

In part because schools were originally designed on factory models of efficient time use, with academic credit measured in part through set seat time, education on the whole has equated more academic time with more learning.

This is true, but depends on how you measure it. The time students are engaged in learning tasks is associated with higher academic achievement, but it’s not endless; simply adding more and more can have small and diminishing returns over time.

Emerging research is highlighting some perhaps surprising ways that educators can rethink how they use time to support student learning.

Does a Double- or Triple-Dose Class Help Students Learn?

Intensive, “double-dose” math and reading blocks have become a popular intervention for struggling students, but the evidence on the intervention is somewhat limited.

Much of the research on doubled math and reading classes has centered on particular urban programs, such as those in Chicago and San Diego. One longitudinal study of Chicago students found a double-dose algebra class significantly improved students’ test scores , credits earned, and high school graduation rates, but the benefits partly depended on how differently teachers used the time than in a typical class. For example, the math block focused on verbally exploring math concepts, and the study found students with low reading skills saw the greatest benefits from the class.

But a Stanford University study of Miami middle schoolers found that short-term gains from participating in a double-block of math were halved a year later and completely gone by two; those researchers estimated that opportunity costs of missing other classes may outweigh students’ short-term math gains.

Grade level may matter, too. In San Diego, University of California researchers found a double-length “literacy block” and triple-length “literacy core” raised middle school students’ reading achievement significantly, but in high school, English- learners lost as much as 4.9 percentile points for every year they participated in the literacy blocks.

Breaking Better

Even if students do get recess, research suggests they can also benefit from shorter, frequent breaks during classtime to stretch, play, or just daydream.

One 2016 study found students in kindergarten through 4th grade showed better focus and time-on- task when teachers presented material in three 10-minute lessons, interspersed with brief calm breaks, than when they taught in a single 30-minute stretch.

This aligns with other studies that have found ratios of focus and rest of up to 15:5 minutes in elementary-age students and 30:5 minutes in secondary students.

Getting students’ heartbeat up during the breaks can improve their effectiveness, too. Other studies have found that active 10- or 20-minute exercise breaks improved students’ attention more than a quiet break or 5-minute “wriggle time.” And a large-scale international study found active, 30-minute breaks just before test periods were linked to average test scores 1.7 percent of a standard deviation higher than those of students who did not have a break.

How Much Does Morning Matter for Testing?

A lot can affect a student’s ability to remember what he’s learned and demonstrate what she knows and can do on a test, and studies find timing can play a significant role in performance.

In self-contained classrooms that can move around their subjects, there’s a case for moving tested subjects temporarily to the morning. A study in the Proceedings of the National Academy of Sciences looked at the standardized test performance of every child in Denmark, ages 8 to 15, from 2009-2013. Researchers found that for every hour later in the day that students took tests, their average performance dropped by nearly 1 percent of a standard deviation, with even stronger declines for older students and those tested in math.

Should We Bring Back Naptime?

By early elementary school, students are expected to be well weaned off the afternoon nap, and as academic demands increase in kindergarten, naptime has come under threat in even the earliest years of school. But to improve students’ memory, attention, behavior, and mental well-being, research suggests schools may benefit from allowing little siestas in older grades, not cutting them off earlier.

Ten percent to 33 percent of 5 and 6 year olds still need to take daily naps of 60 to 90 minutes, and doing so helps both preschool and elementary students’ brains mature in ways linked to critical thinking and memory, according to developmental research . But studies have also found that naps can boost teenagers’ memory more than a cram session and improve their verbal skills . Napping even helped offset —though not eliminate—cognitive and attention declines for chronically sleep-deprived teenagers (meaning pretty much all of them.)

Maybe teachers should reconsider waking the students dozing in study hall.

A version of this article appeared in the February 26, 2020 edition of Education Week as Research Notes

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The interplay of time management and academic self-efficacy and their influence on pre-service teachers’ commitment in the first year in higher education

• Open access
• Published: 14 February 2023
• Volume 86 , pages 1507–1525, ( 2023 )

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• Carina Bargmann 1 &
• Simone Kauffeld 1  

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The first academic year involves a variety of challenges students must overcome to maintain their commitment to enter the teaching profession. Students can build on their initial experience in the second semester, while everything is new in the first semester. This longitudinal study investigates the interplay of academic self-efficacy and time management, which are seen as crucial in the first year, and their effects on pre-service teachers’ commitment to their studies in the first year. By considering three measurement points in a random intercept-cross lagged panel model (RI-CLPM) to data from 579 students, we distinguish for the first time between-person and within-person effects and compare the students’ experiences in the first and second semester. As expected, students with higher self-efficacy were more committed to their studies and reported better time management. We found considerable differences in the relationships between the first and second semesters at the within-person level, revealing that students’ prior time management was not significantly connected with subsequent commitment in the first semester, but in the second semester. Surprisingly, students’ self-efficacy showed a small negative relationship with commitment in both semesters. Theoretical and practical implications for students, lecturers, and higher education institutions are discussed.

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Introduction

Managing the challenges of the first year of study is a crucial task for students who are laying the foundation for an academic career (Heublein et al., 2017 ; Trautwein & Bosse, 2017 ; van der Meer et al., 2018 ). Upon starting their studies, students enter a new learning environment that places new challenges on students’ time management and academic self-efficacy (McKenzie & Schweitzer, 2018 ; van der Meer et al., 2010 ).

Accordingly, students’ time management and academic self-efficacy are already known as crucial in students’ first year in higher education: Research emphasised the important role of time management for students to cope with the challenges in the first year of study (Haarala-Muhonen et al., 2017 ; van der Meer et al., 2010 ; Wolters & Brady, 2020 ) and, in accordance with the social cognitive theory (Bandura, 1986 , 1997 ), of academic self-efficacy as a vital predictor of commitment and retention in studies (Brahm et al., 2017 ; Chesnut, 2017 ; Lent et al., 1994 ).

We also know that students’ commitment to their studies and the teaching profession is a notable determinant of their retention (Chesnut & Cullen, 2014 ; Hagenauer et al., 2018 ; Hong et al., 2018 ; Klassen & Chiu, 2011 ). Although, commitment shows up comparatively broadly in current research (Bowman & Holmes, 2018 ; Chesnut, 2017 ; Hong et al., 2018 ), to our knowledge, no previous study has investigated whether and how pre-service teachers’ commitment to their studies changes in the first and second semester at higher education.

Often research considered the first year of study as a whole (e.g. Bowman & Holmes, 2018 ; Fryer, 2017 ) or focused only on the first semester, when students encounter a broad range of new requirements at university (Girelli et al., 2018 ; Gorges, 2019 ; Perander, et al., 2020 ). To look at the whole year does not consider that students, who have no previous experience at the university in the first semester, can build on the experience from the first semester in the second semester. For example, prior researchers point out that students’ self-efficacy beliefs and commitment are supposed to change because of their personal experience of success and failure at university (Bandura, 1986 ; Chesnut & Cullen, 2014 ). Additionally, in the first semester, students may improve their time management or realise that it is worse than they expected (van der Meer et al., 2010 ; Wolters et al., 2017 ). Therefore, it seems appropriate to distinguish these semesters in the research on the first year in higher education.

Summarising, prior research indicates that students’ commitment is positive related to their academic self-efficacy and time management. However, longitudinal studies that take a more differentiated view on first- and second-semester development of academic self-efficacy and time management and their influence on commitment are lacking. Prior longitudinal research mostly based on between-person designs which describes whether differences between individuals in one construct are associated with differences in individuals in the other construct (e.g. self-efficacy and interest; Nauta, et al., 2002 ). But these designs cannot account for intra-individual effects. Based on this, we derive the following research questions:

RQ 1: How do time management and academic self-efficacy interact on the intra-individual level in the first year of study?

RQ 2: How do time management and academic self-efficacy influence commitment on the intra-individual level in the first year of study?

RQ 3: Does the relationship between time management, academic self-efficacy and commitment differ in the first and second semester?

As we expect changes in all three constructs over time within one person, we used state-of-the-art statistical analyses which allows us to differentiate trait-like between-person and state-like within-person fluctuation over time: We applied the random intercept cross-lagged panel model (RI-CLPM, Hamaker et al., 2015 ) for the first time to longitudinal data of pre-service teachers. Moreover, by using three measurement occasions, we examine not only the interplay over time between time management and academic self-efficacy and their impact on commitment but also the extent to which these relationships differ in the second semester from the relationships in the first semester. This seems like a promising deeper dive into first-year processes, as second-semester students can build on experiences they did not have in the first semester. Thus, our research expands existing literature on pre-service teachers’ first year.

The effect of time management and academic self-efficacy on commitment to studies

First-year students enter a new learning environment when deciding to study. Along with increasing opportunities comes the challenge to manage all the new demands occurring with the transition to university (Jansen & van der Meer, 2012 ; Trautwein & Bosse, 2017 ), such as gaining an overall orientation within the university system, scheduling learning activities, and encountering different challenges regarding the content of their study programme and subject matter of their courses (Trautwein & Bosse, 2017 ). In that process, students need the ability to regulate the amount of time available to complete their academic work, to make plans and set priorities (Haarala-Muhonen et al., 2017 ; Mah & Ifenthaler, 2018 ; van der Meer et al., 2010 ; Wolters & Brady, 2020 ). Claessens et al., ( 2007 , p.262) define time management as ‘behaviours that aim at achieving an effective use of time while performing certain goal-directed activities’ that includes planning behaviour such as setting goals, planning tasks, and prioritising and monitoring behaviours.

Research has shown that students’ time management practices is positive associated with satisfaction, academic performance, and negative associated with procrastination (Chang & Nguyen, 2011 ; Claessens et al., 2007 ; Gibney et al., 2011 ; Haarala-Muhonen et al., 2017 ; Limone et al., 2020 ; Wolters et al., 2017 ). As a part of non-cognitive attributions, time management shows a positive relationship to commitment both directly and indirectly via social adjustment and grade point average (Bowman et al., 2019 ; Collier et al., 2020 ). Thus, in terms of robustness checks, we firstly analysed the relation between time management and commitment. We expected that students who report good time management skills would be more committed to their studies than students who struggle with their time management in the first year of study.

Thus, we expected to find positive relationships over time between time management and pre-service teachers’ commitment (Fig.  1 ).

Relationships over time between academic self-efficacy, time management and pre-service teachers’ commitment

Moreover, social cognitive theory highlights the importance of self-efficacy as a cognitive component regarding commitment and retention (Bandura, 1986 ; Bowman et al., 2019 ; Chesnut, 2017 ; Lent et al., 1994 ). Self-efficacy refers to ‘people’s judgments of their capabilities to organise and execute courses of action required to attain designated types of performances’ (Bandura, 1986 , p.391). Students’ academic self-efficacy refers to their beliefs in their abilities that they can succeed academically (Bowman et al., 2019 ).

Research has shown that self-efficacy is a major predictor of in-service and pre-service teachers’ commitment (Chesnut, 2017 ; Chesnut & Burley, 2015 ; Chesnut & Cullen, 2014 ). Based on multiple prior research, we analysed the relation between academic self-efficacy and commitment as part of our robustness checks. Students who report high self-efficacy might be more committed to their studies than students who report low self-efficacy. Thus, we expected to find positive relationships over time from academic self-efficacy to pre-service teachers’ commitment to their studies.

The interplay of time management and academic self-efficacy over time

Several previous studies showed that prior self-efficacy predicts subsequent self-efficacy; along the same line, prior competencies predict the competencies that follow (e.g. Alisic & Wiese, 2020 ; Fryer & Ainley, 2019 ). Furthermore, social cognitive theory assumes triadic reciprocity (Bandura, 1986 ), meaning that individuals’ attributes (e.g. academic self-efficacy), behaviour (e.g. time management strategies), and external environmental factors operate as an interlocking mechanism, affecting one another bidirectionally. Research shows that self-efficacy and time management skills are positively associated (Bowman et al., 2019 ; Galindo-Domínguez and Bezanilla, 2021 ; Wolters & Brady, 2020 ). Based on these findings, in terms of robustness checks, we analysed the relation of academic self-efficacy and time management in our study. We expected academic self-efficacy and time management to be reciprocally interrelated over time.

Comparison of first and second semesters

Additional to the reciprocity between individuals’ attributes and behaviour the social cognitive theory assumes that both are influenced by the environment (Bandura, 1986 ; Lent et al., 1994 ). By entering universities, students encounter a very different learning environment in contrast to their experience at school (Christie et al., 2008 ). This transition requires students to make major adjustments to their learning strategies (Coertjens et al., 2017 ).

There are several challenges (e.g. self-directed learning activities, planning study-tasks, study independently, academic integration) in this new learning environment related to effective time management and academic self-efficacy (Perander et al., 2020 ; Schaeper, 2020 ). First-year students seem unable to accurately assess their own abilities to deal with these challenges (e.g. gaining an overall orientation, scheduling learning activities, confidence in long-term planning), as they have never been challenged to apply themselves in an environment resembling higher education (Lindblom-Ylänne et al., 2015 ; Mah & Ifenthaler, 2018 ; Perander et al., 2020 ; Trautwein & Bosse, 2017 ; van der Meer et al., 2018 ). Even students who have knowledge of time management struggled by applying their knowledge in practice (van der Meer et al., 2010 ). Thus, students’ self-perception of their time management and academic self-efficacy and their commitment to their studies might change due to their experiences at university (Chesnut & Cullen, 2014 ). However, one semester may provide students with enough opportunity to gain experience and develop a clearer picture of their time management, academic self-efficacy, and commitment (Wright et al., 2013 ). Thus, we expect the relationships between the constructs of interest to differ in the first and second semesters, with stronger relationships occurring in the second semester. In the first semester, the environment and feedback processes students experience in the higher education context might have a major impact on their perceived time management skills, academic self-efficacy, and commitment. This theoretical concept is supported by several studies. Van der Meer et al ( 2010 ) and Kantanis ( 2000 ) pointed out in their quality studies that the adjustment to the new learning environment is a process which takes time. Although students may have had good intentions and study plans, they are not immediately able to implement those plans (Lindblom-Ylänne et al., 2015 ). Students described that they firstly struggled but that they learned what worked for them as they proceeded in their studies (Perander et al., 2020 ). Thus, students might need the first semester to learn how to organise their study at university and apply their learnings from the first semester in the second semester. Quantitative research has been shown that students’ self-perception is highly unstable across the introductory study phase (Gorges, 2019 ). Longitudinal studies showed that the predictive value of self-efficacy for study performance depends on when self-efficacy was measured. Students’ self-efficacy at beginning of their studies was only an indirect predictor (Putwain et al., 2013 ) or even worser compared to self-efficacy measured during studies (Gore, 2006 ; Wright et al., 2013 ) that indicate that students’ academic self-efficacy changes substantial during their first experience at universities. This is in line with the social cognitive theory (Bandura, 1986 ), which supposed that self-efficacy beliefs develop because of experience. We therefore expected that students’ experience in the new learning environment in the first semester influences their perceived time management skills, academic self-efficacy, and commitment and as a result that the relationship between these constructs are stronger over the second than over the first semester.

Hypotheses 1 (H1): The positive relationship of academic self-efficacy to (a) pre-service teachers’ commitment, (b) time management, and (c) subsequent academic self-efficacy is stronger during the second semester compared to the first semester.

Hypotheses 2 (H2): The positive relationship of time management to (a) pre-service teachers’ commitment, (b) academic self-efficacy, and (c) subsequent time management is stronger during the second semester compared to the first semester.

Participants and procedure

The study was part of a comprehensive research project evaluating the development of preservice teachers. N  = 579 participants of 2 cohorts enrolled in the Bachelor program at a university of technology in Germany took part in this complete survey of all pre-service teachers: N  = 251 in the first cohort started their studies in October 2017; 328 in the second cohort started their studies in October 2018. Teacher training in Germany takes place in a three-stage process: six semester Bachelor program, four semester Master program, and 18 months teacher traineeship at schools. In the first year of the Bachelor program, students start with courses in pedagogy, didactic, and the two major they had to choose. Sixteen percent of the participants studied majors in science, technology, engineering, and mathematics (STEM), 11.6% studied majors in languages, 20.1% of the participants studied majors in social science and STEM, 32.2% studied majors in social science and languages, 18.4% studied their majors in languages and STEM, 5.7% of the participants studied majors in STEM and physical education, and 2.7% studied majors in languages and physical education. Table 1 displays the participant characteristics of the cohorts.

The longitudinal survey was integrated into the study programme for all pre-service teachers. The participants were recruited in the first week of their studies. The current study used the initial survey (T1) and two further surveys: The second survey (T2) took place 6 month after the first survey at the end of the first semester and beginning of the second semester. The third survey (T3) took place 12 months after the first survey at the end of the second semester and beginning of the third semester. Each semester is structured the same way including two phases: 3.5 months lecture time and 1.5 months examination time.

Pre-service teachers’ commitment to their studies was measured by the career decidedness scale (Nägele & Neuenschwander, 2015 ), which consists of three items. All items are presented in the Appendix A . The scale reflects students’ certainty about their chosen career path and their intention to continue in this area. Therefore, although the name of the scale suggests that it is only about career decidedness, in the study context, the items correspond to the definition of study commitment. Participants responded to items on a six-point scale from 1 (strongly disagree) to 6 (strongly agree). Cronbach’s Alpha was 0.855 at T1, 0.834 at T2, and 0.839 at T3.

• Time management

Time management (related to students’ perception of their competences to plan study-related tasks and master everyday life at university) was measured by the planning competence scale (Janneck & Hoppe, 2018 ), which consists of five items (see Appendix A ). Participants responded to the items on an eleven-point scale from 1 (0%) to 11 (100%). Cronbach’s Alpha was 0.889 at T1, 0.927 at T2, and 0.928 at T3.

• Self-efficacy

ASE (related to students’ beliefs in their own capabilities to attain given goals) was measured by the self-efficacy beliefs scale (Jerusalem & Schwarzer, 1999 ). The scale consists of ten items whose phrasing was slightly adapted to the study context (see Appendix A ). Participants responded to the items on a four-point scale from 1 (strongly disagree) to 4 (strongly agree). Cronbach’s alpha was 0.848 at T1, 0.923 at T2, and 0.929 at T3.

Missing data

The challenges in longitudinal research generally involve missing data and careless responding (Graham, 2009 ; Meade & Craig, 2012 ). For this reason, we conducted a careless response analysis for each of the three surveys, as recommended by Meade and Craig ( 2012 ; please see our missing data analysis in Appendix B ), and used the full information maximum likelihood (FIML) estimation, making use of all available data points to estimate model parameters (Graham, 2009 ).

Analytic strategy

We used Mplus version 8 (Muthén & Muthén, 1998 – 2017 ) for exploratory structural equation modelling (ESEM) to analyse the factor structure and test for measurement invariance across measurement times. To examine our research hypotheses, we applied the random intercept cross-lagged panel model (RI-CLPM; Hamaker et al., 2015 ) to our data. This allows us to overcome the shortages of prior cross-lagged panel models by separating the within-person fluctuation from stable between-person differences. Please see Appendix C for a detailed description of the ESEM and the RI-CLPM.

We compared the RI-CLPM with the stability model (M0) and the CLPM (M2) to assess whether the hypothesised RI-CLPM fit the data better than those models. The RI-CLPM contained the paths between time management, academic self-efficacy, and students’ commitment as assumed in hypotheses 1, 2, 3, and 4. Afterwards, we stepwise placed equality constraints on stability and cross-lagged paths in RI-CLPM (M5–10) and compared the resulting models with the even less restrictive model to test hypotheses 5 and 6. Models that did not show a poorer model fit indicated that the effects were constant across the measurement occasion for the constrained paths.

Post hoc analyses

Finally, several control variables were included in the resulting model: cohort, gender, age, final school grade, majors of studies, and satisfaction with studies. All of them might have an impact on the relationships in the assumed model (Berens et al., 2018 ; Chesnut, 2017 ; Kim & Corcoran, 2018 ). Therefore, we dummy-coded the major groups. Since the two groups with physical education students were very small, they were assigned to the respective second major the students studied.

Measurement model

The analysis of our measurement model allows the assumption of scalar measurement invariance over time (see Appendix D ). Table 2 presents the model fit indices of the configural, metric, and scalar measurement invariance model across time.

Our further analytics were based on the nine ESEM factors as manifest indicators of the three variables at the three measurement occasions (Table 3 ).

Intra-class correlations

For commitment, the ICC was 0.637. This result indicates that 63.7% of the variance in commitment can be explained by differences between persons, and 36.3% of the variance can be explained by fluctuations within a person. For academic self-efficacy, the ICC was 0.673. In comparison, the ICC for time management was 0.587. All ESEM factors taken together consisted of within-person variance to a considerable extent, supporting the use of a RI-CLPM. However, it turns out that time management consisted of relatively more trait-like characteristics in contrast to commitment and ASE.

Model comparison

Table 4 displays the fit indices and results of the model comparisons. The detailed model comparison is descripted in the appendix (see Appendix E ).

The assumed model displayed in Fig.  2 showed good absolute model fit indices (M10: \(\upchi\) 2 (10) = 24.99, p  < 0.01; RMSEA = 0.051; CFI = 0.991; TLI = 0.968; SRMR = 0.023). Additionally, we added the control variables to this model to gain our final model (M11) with mostly improved model fit ( \(\upchi\) 2 (10) = 19.69, p  = 0.03; RMSEA = 0.042; CFI = 0.996; TLI = 0.954; SRMR = 0.011). For clarity, the influence of the control variables on the constructs of interest is not shown in Fig.  2 . But Table 6 displayed the influence of all control variables on all constructs of interest (see Appendix F ). It turned out that only the cohort, the age of the students and their satisfaction with studies showed significant relationships to students’ commitment.

Random intercept cross-lagged panel model (RI-CLPM) of the relationships between academic self-efficacy, time management, and commitment across three waves

Final model

At the between-person level, moderately strong correlations emerged between the random intercept factors of academic self-efficacy and time management ( \(\upbeta\) = 0.614) and academic self-efficacy and commitment ( \(\upbeta\) = 0.338), but not between time management and commitment (Table 5 ).

This finding indicates that individuals who reported higher stable trait-like levels of academic self-efficacy would likely report a higher stable trait-like level of time management and are more decided about their studies in general. But these results indicate that there is no relationship of time management and commitment on the between-person level. At the within-person level, all constructs of interest seemed to be reasonably stable over the first year (commitment ( \(\upbeta\) T1-T2  = 0.364; p  < 0.05; \(\upbeta\) T2-T3  = 0.260); time management \((\upbeta\) T1-T2  = 0.514; \(\upbeta\) T2-T3  = 0.605; p  < 0.05); academic self-efficacy \((\upbeta\) T1-T2  = 0.302; \(\upbeta\) T2-T3  = 0.428; p  < 0.05)). Against our expectation, cross-lagged paths from time management to commitment were only significant over the second semester ( \(\upbeta\) T1-T2  =  − 0.051, p  = 0.48; \(\upbeta\) T2-T3  = 0.468, p  < 0.05), and both cross-lagged paths from academic self-efficacy to commitment were significant ( \(\upbeta\) T1-T2  =  − 0.133; \(\upbeta\) T2-T3  =  − 0.205, p  < 0.05). However, contrary to expectations, the effects were negative. That outcome surprisingly indicates that at the within-person level, high levels of academic self-efficacy led to lower commitment afterwards.

Considering the cross-lagged paths from time management on academic self-efficacy, we found significant effects over the second semester but not in the first ( \(\upbeta\) T1-T2  = 0.104, p  = 0.14; \(\upbeta\) T2-T3  = 0.292, p  < 0.05). Furthermore, cross-lagged paths from academic self-efficacy to time management were not significant ( \(\upbeta\) T1-T2  = 0.034, p  = 0.38; \(\upbeta\) T2-T3  = 0.055, p  = 0.38).

Notably, significant positive relationships emerged at the within-person level between commitment and time management at T1, T2, and T3, while there was only a significant positive relationship between commitment and academic self-efficacy at T2 and between time management and academic self-efficacy at T2 and T3.

Main analyses

After the robustness checks, we tested our hypotheses by adding constraints to our model. Interestingly, by constraining paths within the first semester and the second semester, we found that the paths from academic self-efficacy to subsequent academic self-efficacy, time management and commitment were the same for the first and second semesters without any decrease in model fit, thus rejecting H1a, H1b, and H1c. That said, it can be noted that the effects of academic self-efficacy on commitment and subsequent academic self-efficacy were somewhat greater in the second semester. However, further constraints led to a worse model fit. We found significant effects of time management on commitment and on academic self-efficacy over the second semester but not over the first semester. Additionally, the effect of time management on subsequent time management was slightly stronger in the second semester, supporting H2a, H2b, and H2c.

By using the RI-CLPM our study contributes to prior research in two ways: First, we differentiated between trait-like between-person level and state-like within-person fluctuation over time and examined for the first time the dynamic interplay between time management and academic self-efficacy and their influence on commitment on the intra-individual level. Second, by using three measurement occasions, we examine the extent to which these relationships differ in the first and second semester.

In line with prior research on time management (Bowman et al., 2019 ; Haarala-Muhonen et al., 2017 ; Limone et al., 2020 ), our results highlight the relevance of time management for students’ development over time, especially in the second semester, as on the intraindividual level the students’ time management seemed to impact the level of their commitment at the end of the first year. In contrast, individual academic self-efficacy showed a smaller and unexpectedly negative relationship to subsequent study commitment on the intraindividual level, which is in contrast to the time-independent positive relationship of academic self-efficacy with study commitment on the interindividual level.

Theoretical implications

We have expanded prior research on students’ first year experience in higher education and development based on social cognitive theory by comparing the dynamic interplay of time management and self-efficacy in the first and second semester as well as distinguishing trait-like differences between individuals and fluctuation in the development of constructs over time within an individual.

For all constructs of interest, we found variance between persons and within persons, indicating that all constructs can be separated in a more trait-like component and a more fluctuating situational component. Prior research mostly considered the trait-like component (e.g. Chesnut, 2017 ; Girelli et al., 2018 ).

As expected, the trait-like components of academic self-efficacy and commitment were positively related (Chesnut, 2017 ; Chesnut & Burley, 2015 ). However, mention should be made of the small but negative relationship between academic self-efficacy and subsequent commitment that occurred in both semesters within an individual. This seems to be contrary to previous research on pre-service teachers’ self-efficacy and commitment (Chesnut, 2017 ; Chesnut & Burley, 2015 ; Chesnut & Cullen, 2014 ), but this research has dealt only with the trait-like differences between persons. A possible cause for our results could be due to the fact that pre-service teachers with higher measured academic abilities might be more likely to leave their chosen studies (Guarino et al., 2006 ). It could be that pre-service teachers who experienced an unexpected high degree of academic self-efficacy over the course of their first year at university doubt their initial career decision and consider another course of study that they previously labelled too difficult. Because of the strong positive relationship of the trait-like components, however, this should be interpreted with caution. Regardless of this, we have to note that the relationships of academic self-efficacy to subsequent commitment, time management, and academic self-efficacy are the same in the first and second semester. Thus, our results indicate no stabilisation process of students’ academic self-efficacy during the first year in higher education and its influence on commitment, as research suggested (Gore, 2006 ; Gorges, 2019 ; Kantanis, 2000 ; Putwain et al., 2013 , Wright et al., 2013 ).

Contrary to our expectations, we found no relationship between time management and commitment on the between-person level, indicating that students with high time management skills are not in general more or less committed to their studies than students with lower time management skills. Interestingly, the constructs were related to each other on all occasions on the within-person level, indicating that a student who reported high time management skills at one time likely reported high commitment to studies at the same time. This fits into the picture painted by previous research (Bowman et al., 2019 ; Perander et al., 2020 ): Students are more committed to their studies and experienced less stress if they have positive experiences regarding their time management during their studies. This relationship appears to fluctuate over time and to be situational rather than general. Additionally, after the first and after the second semester, time management was also positive related to academic self-efficacy. This indicate that students’ situational perception of their time management skills is also directly linked to their situational academic self-efficacy after the first semester, supporting research which indicates that academic self-efficacy changed during the first semester related to students’ experience in this semester (Bandura, 1986 ; Gore, 2006 ; Gorges, 2019 ; Wright et al., 2013 ). First-year students are confronted with new demands on their time management again and again in the first year (Lindblom-Ylänne et al., 2015 ; Perander et al., 2020 ; Trautwein & Bosse, 2017 ), which they either master or not. Depending on their current experience, they report high or low time management skills and related high or low commitment to their studies and academic self-efficacy.

Furthermore, differences between the first and second semesters occurred regarding students’ time management and its relationship to subsequent commitment to studies, academic self-efficacy, and time management. Although pre-service students’ commitment appeared to be relatively stable over the first year, students’ time management seemed to play a prominent role in the second semester. These results are in accord with recent studies (Lindblom-Ylänne et al., 2015 ; Perander et al., 2020 ; Wright et al., 2013 ) indicating that students develop their time management skills and gain experience in managing their daily study routine in the first semester when they explore the new learning environment in higher education. This experience allows them to evaluate their commitment to their studies after the first semester. Students with poor time management might fail to achieve their first semester goals and as a result question their decision to pursue academic career. In contrast, students who experience their time management as successful might feel confirmed in their study choice. These findings suggest that the processes in the first and second semesters should be considered separately.

Practical implications

Our results provide guidance for universities, lecturers, and students by highlighting the relevance of time management within the first year at university and questioning the relationship of academic self-efficacy to following commitment.

Students often enter the higher education environment with a lack of understanding how to organise their study at university (van der Meer et al., 2010 ). This could be especially true for pre-service teachers who must study two majors at possible different faculties. Trainings and study skill guidance are recommended for the first year in higher education (e.g. Coertjens et al., 2017 ; Girelli et al., 2018 ). Our results suggest that universities could benefit from offering time management trainings to students especially in the second semester, when students have gained experience regarding how well they can manage their time at university. These trainings could be during the second semester providing students with the opportunity to apply time management methods to their daily studies, creating a sense of accomplishment and ultimately strengthening their commitment to their studies.

Lecturers could support their students by identifying students at risk of poor time management, integrating time management methods in seminars and providing support tailored to the students’ individual needs.

For students, it might be helpful to take up time management trainings, when they already know the learning environment, in which they will use time management methods (Perander et al., 2020 ).

Furthermore, it is of concern that higher academic self-efficacy is related to lower commitment over time, supporting that students with high academic self-efficacy tend to leave the teacher profession. Universities should be aware of this possible path. Maybe they could improve the study conditions in order to keep students satisfied with their studies, as this factor is positively related to both academic self-efficacy and commitment to studies (Hagenauer et al., 2018 ).

Limitations and implications for future research

Despite the sophisticated statistical analyses and longitudinal research approach, our study has several limitations. First, our sample was limited to pre-service students at one university of technology in Germany and mostly consisted of female students, which is typical for teacher training programmes. Nonetheless, generalisations of the findings to other universities and study programs should be made with caution (Hagenauer et al., 2018 ). At this point, transferring the investigated model to further samples and examining to what extent the negative effect of academic self-efficacy at the within-person level can be replicated would be desirable.

Second, our study examined the relationship of time management to subsequent commitment to studies. It also could be that very committed students are more engaged in their studies and thus create more sense of achievement regarding their time management, which results in higher time management skills. Thus, longitudinal research on the interplay of those, for example, with weekly measurements could provide deeper understanding of the relationship between these constructs.

Third, our study is based on self-reported measurements, raising common concerns like biased responses due to perceived coercion or inaccurate self-beliefs (Chesnut, 2017 ), however all constructs are measured by validated scales. Future research could investigate the extent to which these self-assessments can be verified using objective measures (e.g. grades).

Finally, although by including several control variables (cohort, gender, age, final school grade, major of studies, and satisfaction with studies) the problem of unobserved heterogeneity was addressed, the use of more objective, less distal control variables would have been desirable. Nevertheless, we were able to show that the addition of the control variables had a relevant effect on the obtained parameters and thus at least tended to serve its purpose.

The current findings overall substantially contribute to the research in higher education by highlighting two relevant findings on pre-service teachers’ first-year experiences, supporting the relevance of this study phase (Trautwein & Bosse, 2017 ; van der Meer et al., 2010 ). First, the results of our analysis show that different processes take place in the first and second semesters: In the second semester, students’ time management seems to have a significant impact on their following commitment. Second, it is worthwhile to distinguish between the trait-component between persons and the fluctuating component within a person within constructs of interest. For academic self-efficacy, we found contradictory results at these levels that require further research. From a practical point of view, these results are particularly relevant to universities and teaching staff to support their students to foster their commitment to their studies.

Data availability

Due to the sensitive nature of the questions asked in this study, survey respondents were assured raw data would remain confidential and would not be shared.

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Bargmann, C., Kauffeld, S. The interplay of time management and academic self-efficacy and their influence on pre-service teachers’ commitment in the first year in higher education. High Educ 86 , 1507–1525 (2023). https://doi.org/10.1007/s10734-022-00983-w

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Time Management Tips for Teachers

While much of teachers’ time use is predetermined by the bell, these strategies can help you utilize the unstructured time effectively.

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If you’ve ever found yourself overwhelmed with your workload as a teacher, you’re not alone. It turns out, it’s not just you. A few of the major reasons why tackling your to-do list is so challenging are a function of the job itself.

For all grade levels, the majority of the teaching day consists of managed time—that is, time when your schedule is dictated, including time spent teaching classes or attending meetings. Even secondary teachers typically have, at most, an hour and a half of unmanaged time throughout their school day, in which they’re expected to get all of their nonteaching tasks completed: grading, lesson planning, making copies, calling home, and more.

What’s more, that unmanaged time isn’t structured for the type of creative or analytical work that teachers need to do, including lesson planning and analyzing student data. That type of work requires flow, which can take a minimum of 10–15 minutes of focused time to achieve. For most teachers, planning time comes in 10-to-45-minute chunks, making flow difficult—if not impossible—to achieve.

Teachers also have many different types of work to do. There are creative tasks like lesson planning, logistical tasks like making copies or sorting student work, and analytical tasks like grading. The variety of tasks leads teachers to task-switch by default, which decreases productivity. 

The good news is that there are ways to increase efficiency and productivity in the way teachers plan and execute their day-to-day work. And hacking your schedule to work for you can result in working less without compromising effectiveness.

How much time do you actually have?

The first step in taking control of your schedule is understanding how much time you have and how that time is structured. Start by conducting a time audit, which consists of two parts: observation and analyzing your findings.

For three to five days, record how much time you spend on different activities. This doesn’t have to be detailed—jot down quick notes in your planner or even on sticky notes. Try to do this in real time—for example, you might record that you used 20 minutes before students arrived to make copies, grab a coffee, and get slides loaded.

After the observation period, analyze your time by reflecting on the following questions:

• Where is your time actually going? What’s taking up the most time?
• Do you want your time to be spent on those activities?
• How much time do you have? Add up your unmanaged time—does the number surprise you?

Map out your schedule

Using Google Calendar or your paper planner, lay out your schedule for the upcoming week. This includes times you’re teaching students directly, as well as any meetings or duties you have. Some commitments—like class coverage or individualized education program (IEP) meetings—may not fall on the same day from week to week, but do your best to account for that time. You should end up with something like this example .

Next, take time to analyze your schedule by noting the following:

• Where are your blocks of time? How long are they?
• Where do you typically have high energy or low energy?
• Where do you think is best for creative work?

Hack your schedule

Now that you’ve identified your unmanaged work time, it’s time to figure out your plan of action to work most efficiently. Do this by adding your unmanaged workload into your schedule. Here’s how:

Create a list of all tasks you do regularly: This includes lesson planning, grading, making copies, calling home, and creating assessments. The goal is to capture your habitual tasks.

Assign a time estimate to each task: How much time do you typically spend on each? It may be helpful to further break down larger tasks (like grading) by class period or subject.

Batch your work: Batching refers to grouping like tasks together , a productivity strategy that works by minimizing task switching— task switching is very common but has been shown to be unproductive . Batching helps to lessen the cognitive lift associated with switching between different tasks. For this step, you’ll categorize your task list based on task type. Some categories may include the following:

• Creative tasks (like lesson planning or writing parent emails)
•  Decision-making/analytical tasks (like analyzing student data)
•  Logistics tasks (like making copies or completing paperwork)
• 15-minute-or-less tasks

Use your time estimates: Calculate how much time each group of weekly tasks typically takes you. Using your mapped schedule and time audit information, assign your work to time within your schedule.

It’s helpful to have a list of 15-minute-or-less tasks, since teachers often have five, 10, or 15 minutes of unmanaged time. Knowing what tasks fit into these time slots can help you work through your to-do list more efficiently. When you’re done, your schedule may look something like this illustration .

What to Do If You Have Too Much Work and Too Little Time

The reality of teaching is that teachers often have far more than 40 hours of work a week. A 2012 report from Scholastic and the Bill & Melinda Gates Foundation stated that teachers work an average of 53 hours a week . If that’s you, here are three tips to work more reasonable hours while feeling good about it: 

Know that your to-do list will never be fully done: The nature of teaching is that there’s always more to do. A great strategy is to focus on getting clear on what work is most important and doing those tasks first.

Decide how much you want to work and commit to it: If you choose to work outside of your contract hours, set boundaries on your time. Schedule appointments for when you want to leave each day, or choose to work for a set amount of time or only one day on the weekend.

Involve your administrator: Your principal or department chair is your manager, and teachers should feel empowered to involve them in helping to prioritize work. Make a list of all the work on your plate, along with your time estimates, and share that you don’t have enough time to get it all done. Ask for help identifying the most important tasks (and which ones might be able to shift off your plate).

Aiming to work even a few hours less each week can have a significant impact on your overall well-being.

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Time Management

Written by rodaniel.

Time management is the process of organizing and planning how to divide your time between specific activities. It is believed that good time management enables you to work more efficiently so that you get more done in less time. Additionally time management strategies provide structures for when time is tight and pressures are high. There is some evidence that failing to manage your time effectively may cause increased stress.

Time Management is the act or process of planning and exercising conscious control over the amount of time spent on specific activities, especially to increase effectiveness, efficiency, or productivity. ~Michelle Buck, 2000

Literature Review

Macon (1990) did the first in-depth analysis of time management in the development of the Time Management Behavior scale. To create her scale she identified thirty-three behaviors from time management literature. During her research Dr. Macon determined several factors showed significance: Setting Goals and Priorities, Mechanics: Scheduling and Planning, and Preference for Organization. Each of these factors have behaviors that contributed to their significance (see table below) and provide characteristics for development of the time management skill. 

Research on organizational stress, and this can include stress from school, suggests that work related stress is a critical influence on health and well-being. Students who perceived themselves to have control over their time felt fewer school and somatic tensions than did students who did not perceive themselves to have control over their time (Häfner, Stock et al. 2015). Therefore actual control of time is directly tied to perception.  This connection to perception fits with research into the field of self-efficacy as well and the increase in perception is correlated with positive impacts on student performance (Bandura 1977, Schwarzer 2014).

Nadinloyi and team (2012) identified that almost 73% of students start learning or actually learn with less than one week before the exam period. Overwhelmed by the volume of learning material and the short period available, students fail to reach performance expectations, which were strongly associated to their intellectual abilities. Magher’s research (2005) shows that students are much more motivated if they can solve the task in a personal rhythm rather than cramming to meet external schedules. These findings support the locus of control students feel when implementing time management strategies (Indreica, Cazan et al. 2011).  

When students implemented time management factors, implementation was positively correlated with increases in GPA and life satisfaction. In the analysis of her findings Macan identified negative correlations between stress, tension and role ambiguity when time management factors were present (Macan 1990). A very important component of her findings is Factor 3 in her original research, person’s perception of control of time. Again this perception is key because those factors of stress and tension loaded most negatively on that factor.

There is a growing body of research that found that effective time management strategies increase academic performance (Campbell, Svenson et al. 1992, Burrus, Jackson et al. 2016). They also site that time management behaviors enhance achievement for college students, especially productive study methods (Entwistle & Ramsden, 1983; Kirschenbaum & Perri, 1982; Mega, Ronconi et al. 2014 ). Effective study techniques include starting large tasks well before due dates, breaking down large tasks into small ones, and doing small tasks on a regular schedule (Brown, 1991).   Misra and McKean (2000) found that when students ignored these behaviors their stress before exams increased. 

In their study Misra and McKean found multiple effects of the implementation of time management behaviors on college students;

• College females performed more and more effective time management behaviors than male college students. One contributing factor may be that females perceived more stress than males when they did not perform the time management behaviors. 
• Male college students reduced their academic stress due to changes and frustration (daily hassles) when they perceived themselves to be in control of their time, able to set goals, and organized.
• Perceived Control of Time reduced academic stress due to changes in female college students, but unlike males, it did not reduce stress due to frustration.
• Those females who were goal oriented had less frustration. 
• Planning lowered stress for females, but did not lower stress for males. 
• Preference of Organization reduced academic stress for females in all the categories.
• Setting goals and priorities among females reduced emotional reactions and increased cognitive reactions to stressors.
• Planning and scheduling (Mechanics of Time Management) reduced emotional reactions and increased cognitive reactions among both males and females.
• Organization, however, lowered behavioral, emotional, and physiological reactions to stressors only among females. 
• Females reported leisure activities in an aesthetic environment improved coping with stress.

The differences in impact indicate there may be different explicit strategies to use with different populations based on sex.

Crede and Kuncel (2008) found that study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. They categorize the first two as intellective (cognitive) and nonintellective (noncognitive) factors.

Implementation of time management strategies indicated greater conscientiousness which results in greater academic achievement as well. That is, more conscientious students implement more effective time management practices, which allow them to succeed academically. This finding replicates the work of McKenzie and Gow (2004). MacCann, Fogerty, and Roberts (2012) maintain that the importance here is that time management behaviors can be taught providing influence over conscientiousness and academic achievement. 

Time management behaviors can be mediated through metacognition and self-reflection. Flavell defines metacognitive processes as “one’s knowledge concerning one’s own cognitive processes and products …[and] the active monitoring and consequential regulation of those processes in relation to the  cognitive objects or data on which they bear” (Flavell, 1976, p. 232). Students high in these processes also express greater study and time management behaviors. There is indication that these skills can be developed in combination as students learn the process of self-regulation and reflection as they implement other strategies. An important aspect of this development is that students have multiple strategies at their disposal in order to determine which strategies work best in specific situations. Students who have not processed strategy effectiveness through attempting different strategies experience increased stress due to lack of options (Zimmerman 1986).

Review of the literature does not identify key strategies that are most effective as indicated in the review above. In fact Hattie (1996), indicates that strategies should be taught and implemented in context, use the tasks with related material to aid in generalization, and as mentioned previously engage students in metacognition and self-reflection about the efficacy of the strategy (Hattie and Yates 2013).

Potential Time Management Routines

• Set long-term goals
• Establish short-term goals that support long-term goals that align to time management/organization, like using the To-do list with a specific set of actions (5 before 10)
• Monitor goal through intentional reflection/analysis
• On-going reflection allows students to adjust practice or at least create a viable plan that may help them to better achieve their goals if needed. 
• If students are on track to achieve their goals, this reflection can help build confidence they are influencing their success through their efforts. 
• Learning to prioritize tasks (Eisenhower’s Urgent/Important Principle)
• Paper lists versus computer tools
• Laying out a month of activities
• Monitoring progress
• Weaknesses/Strengths of a tool
• Keeping an activity log- Date/Time, Activity description, How I feel, Duration, Value (high, medium, low, none) to help analyze the effectiveness of the strategies you are using
• Students reflect on their own practices
• Students set goals around classroom organization, when organization has caused a problem for the student (i.e. missed assignments, missing notebooks, etc.)

Time Management Routines in a mathematics classroom

• Goal setting should include longer term goals (getting an A) for the class as well as shorter-term goals (unit goals) and routine goals (studying for vocabulary quizzes). 
• Establishing set times for studying
• Create flashcards for each set of vocabulary words, with sentence, definition and word and study for 10 minutes/day on Monday, Tuesday, Wednesday
• Work through problems on homework and when a problem I don’t know how to do appears, identify 1 thing I know about the problem and 1 thing I don’t understand yet. 
• Students routinely reflect on progress towards their goals
• Teach students to set appropriate reminders for longer-term assignments
• Help students think through process for checking calendar and to-do list
• Set aside 2-3 minutes at the end of class for students to review classroom assignments and mark progress toward tasks for the unit
• Schedule time in class for students to reflect on their progress towards unit-goals. These checks can take as little as 5 minutes if they are intentionally designed, routine, and students have a chance to get feedback from a peer or teacher.  
• Daily have students create to-do lists, monitor progress, and adjust 
• Have a BB section in the classroom with reminder information and celebrations of students who have set specific goals and achieved them (use student pictures, attach their goals, attach the results)
• Gamify results by allowing students to earn points toward badges for different skills in Time Management

Notes for Time Management Routine Development

These are just a few ideas for classroom time management routines. The specific routines that you implement will depend on the needs of your students and the curriculum that you are teaching.

• Goal-setting: At the beginning of each unit or semester, have students set long-term goals for their learning. These goals should be specific, measurable, achievable, relevant, and time-bound. Then, help students break down their long-term goals into smaller, more manageable short-term goals.
• To-do lists: Teach students how to use to-do lists effectively. This includes learning how to prioritize tasks, estimate how long each task will take, and schedule time for each task.
• Prioritize tasks: Help students learn how to prioritize their tasks using the Eisenhower Matrix. This matrix divides tasks into four categories: urgent and important, urgent but not important, not urgent but important, and not urgent and not important.
• Use of a calendar: Teach students how to use a calendar to organize their activities. This includes learning how to block out time for important tasks, set deadlines, and make appointments.
• Reflection: Encourage students to reflect on their time management practices on a regular basis. This can be done by keeping an activity log or by simply asking students to think about what they did well and what they could improve on.
• Organization: Help students learn how to organize their workspaces. This includes learning how to declutter their desks, file their papers, and keep track of their belongings.

Here are some additional tips for teaching time management skills in the classroom:

• Be explicit about the time management skills that you are teaching. Don’t assume that students know how to set goals, prioritize tasks, or use a calendar.
• Provide regular opportunities for practice. The more students practice time management skills, the better they will become at using them.
• Provide feedback. Help students identify their strengths and areas for improvement.
• Be patient. It takes time to develop good time management skills. Don’t get discouraged if students don’t master these skills overnight.

By teaching time management skills in the classroom, you can help students improve their academic performance and reduce their stress levels.

Time Management Rubrics

Bandura, A. (1977). “Self-efficacy: toward a unifying theory of behavioral change.” Psychological review 84 (2): 191.

Brown, R. T. (1991). Helping students confront and deal with stress and procrastination. Journal of College Student Psychotherapy, 6 (2), 87-102.

Burrus, J., et al. (2016). “Teaching high school students to manage time: The development of an intervention.” Improving Schools : 136548021665030.

Campbell, R. L., et al. (1992). “Perceived level of stress among university undergraduate students in Edmonton, Canada.” Perceptual and Motor skills 75(2): 552-554.

Credé, M. and N. R. Kuncel (2008). “Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance.” Perspectives on Psychological Science 3(6): 425-453.

Entwistle, N. (1981). “Ramsden (1983).” Understanding student learning.

Flavell, J. H. (1976). “Metacognitive aspects of problem solving.” The nature of intelligence 12: 231-235.

Häfner, A., et al. (2015). “Decreasing students’ stress through time management training: an intervention study.” European Journal of Psychology of Education 30 (1): 81-94.

Hattie, J., et al. (1996). “Effects of learning skills interventions on student learning: A meta-analysis.” Review of educational research 66(2): 99-136.

Hattie, J. and G. C. Yates (2013). Visible learning and the science of how we learn , Routledge.

Indreica, E.-S., et al. (2011). “Effects of learning styles and time management on academic achievement.” Procedia-Social and Behavioral Sciences 30: 1096-1102.

Kirschenbaum, D. S. and M. G. Perri (1982). “Improving academic competence in adults: A review of recent research.” Journal of Counseling Psychology 29(1): 76.

Macan, T. H. (1994). “Time management: Test of a process model.” Journal of applied psychology 79(3): 381.

Macan, T. H., et al. (1990). “College students’ time management: Correlations with academic performance and stress.” Journal of Educational Psychology 82(4): 760.

MacCann, C., et al. (2012). “Strategies for success in education: Time management is more important for part-time than full-time community college students.” Learning and Individual Differences 22(5): 618-623.

Mega, C., et al. (2014). “What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.” Journal of Educational Psychology 106(1): 121.McKenzie*, K., et al. (2004). “Exploring first‐year academic achievement through structural equation modelling.” Higher Education Research & Development 23(1): 95-112.

Misra, R. and M. McKean (2000). “College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction.” American Journal of Health Studies 16(1): 41.

Nadinloyi, K. B., et al. (2013). “The study efficacy of time management training on increase academic time management of students.” Procedia-Social and Behavioral Sciences 84: 134-138.

Schwarzer, R. (2014). Self-efficacy: Thought control of action , Taylor & Francis.

Zimmerman, B. J. (1994). “Dimensions of academic self-regulation: A conceptual framework for education.” Self-regulation of learning and performance: Issues and educational applications 1: 33-21.

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Time management: a guide for teachers and education staff

One of the biggest challenges people face is managing their time productively and coping with their workload. Teachers juggle classroom time, exams, lesson prep and marking. Non-teaching staff are faced with admin, finances, staffing, tech support and anything else needed to keep the school running.

Whatever your role, this article offers tips to help you manage your workload and life goals productively.

Guides / 5 mins read

Work out your goals

Spend some time thinking about your goals and priorities — personal, professional and family.

Consider the short, medium and long term. Small goals can act as stepping stones towards bigger ones and give you confidence that change is possible.

Make a list Get a notepad, diary, calendar or even the Notes app on your phone. User this to keep a daily or weekly list.

Keep track of the tasks that keep being moved or not getting done. Ask yourself why you aren’t able to get to them. Do you need to carve out dedicated time? Or can they be delegated to someone else?

Prioritise the important tasks Tasks can be grouped into four categories:

• Urgent and important
• Not urgent but important
• Urgent but not important
• Neither urgent nor important

Clear your urgent and important tasks ASAP, then concentrate on "not urgent but important" tasks. By focusing on these tasks ahead of time, you minimise the likelihood of them becoming urgent and important later.

Break tasks down into manageable steps We can put off tasks when they seem dauntingly large. ‘Prep year 6 history’ can feel like a big undertaking.

But you can try breaking it down into smaller steps. 

Tackle them one at a time, and enjoy the feeling of satisfaction when you tick each one off.

Don’t forget it update your list regularly to keep you on top of your tasks.

Recognise and reward your achievements Reward yourself for achieving tasks by doing something not related to work. This could be anything you enjoy: a yoga class, relaxing with a book or a special meal with friends.

Rewarding yourself for achieving your goals is a good form of self-care and promotes your wellbeing both inside and outside of work.

Rest up ahead of intense periods of work If you have a particular period of intensity and busyness coming up, such as an OFSTED inspection, be sure to get adequate rest before the intensity hits. That way you’ll head into this busy period with a solid foundations, and you’ll be more likely to approach it calmly and confidently.

Consider a nice treat or reward that you can enjoy once it’s over. Maybe booking some annual leave, going on holiday or taking time for one of your passions.

Value your time Work out the cost of your time per hour. Are there jobs that keep being put off and moved from list to list because they are time-intensive chores and things you just don't want to do (e.g., gardening, laundry, a deep clean of the house)?

Work out how long it would take you to do those chores and how much that would cost in your time. Compare that with how much it would cost to have someone do the chore for you (e.g., a gardener, a weekly cleaner). If it is more cost and time effective to hire a professional, then it may be worth delegating the task and freeing up your time.

Use a time management technique The Pomodoro Technique®, created by consultant and time management expert Francesco Cirillo, is effective for boosting productivity for both pupils and education staff.

Pomodoro is Italian for "tomato," and although the technique itself doesn't require tomatoes, the inventor used a tomato-shaped egg timer!

The basics are as follows:

• Pick a task. Choose something you need to get done. Big or small, something you've been putting off for a million years. All that matters is that this task requires your full, undivided attention.
• Set the Pomodoro (your timer) for 25 minutes. Promise yourself that you will spend 25 minutes on this task exclusively, without interruptions. You can do it! It's only 25 minutes.
• Work on this task until the timer rings. If you suddenly realise you have something else you need to do, write the task down on a sheet of paper.
• When the timer rings, put a checkmark on your paper. Congratulations! You've spent an entire, uninterrupted "pomodoro" on a task.
• Now take a short break. Before you begin your next task, do something relaxing for about 10 minutes. Breathe, meditate, grab a cup of coffee, go for a short walk or do something else not work-related. Your brain will thank you later.
• Every four pomodoros, take a longer break. Once you've completed four Pomodoros, you can take a longer break. Try for 20 or 30 minutes. Your brain will use this time to assimilate new information and rest before the next round of Pomodoros.
• Use the Pomodoro Technique® in the classroom with your pupils as a way to focus their attention and rewards. The break also gives you a break! To find out more about this technique and who developed it, visit: https://edubirdie.com/docs/de-montfort-university/psy422-psychology-and-mental-health/53869-guide-for-the-pomodoro-technique

Note: The Pomodoro Technique® is a registered trademark by Francesco Cirillo. This article is not affiliated with, associated with, or endorsed by the Pomodoro Technique® or Francesco Cirillo.

Taking breaks: a reminder! It may feel counterintuitive but breaks are important aspects of productivity, time management and good wellbeing.

Taking breaks ensures that you are making the most of your time. Staying an extra hour to mark papers or working through your lunch break is not necessarily the best use of time if you are distracted or tired.

Always make time to have a break, refuel, re-energise and get away from your desk. Make sure you eat, drink and stretch your legs.

• Cirillo, F. (n.d.). Pomodoro technique: How it works. Berlin: Cirillo Company. Retrieved 23 February 2017 https://edubirdie.com/docs/de-montfort-university/psy422-psychology-and-mental-health/53869-guide-for-the-pomodoro-technique
• Kennedy-Cullen, S. & Schuette, B. (Ed.) (2017, February). Time management and well-being at work. London: Workplace Options.

Disclaimer: This document is intended for general information only. It does not provide the reader with specific direction, advice or recommendations. You may wish to contact an appropriate professional for questions concerning your particular situation.

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Principles of effective time management for balance, well-being, and success.

The principles below are derived from research on time management, motivation theory and much experience working with university students. Think of time management techniques as tools to help you do what you value the most. Make these tools into an expression of your values—what’s most important to you—not just a schedule to get more stuff done. Try to keep these principles in mind as you schedule and calendar your time, and when making the moment-to‐moment decisions that are crucial to effective time management for balance and well-being.

• Commitment —if you can’t commit to devoting time to a task, don’t put it in your schedule. Only schedule tasks you WILL do. Be brutally realistic, not idealistic when making your schedule. Creating a schedule you can’t actually keep is setting yourself up for frustration. If you don’t actually stick to your schedule it will soon become useless. This may have happened to you in the past.
• Pursue fun with a vengeance —Make time for enjoyable, rejuvenating and satisfying activities like organizations, sports, and entertainment. Organize your academic and other obligations AROUND these commitments to fun.
• Time vs. task focus —Think of your day in terms of time, not the tasks you have to do. Devote time to important tasks every day. It’s hard to predict how long a task will take, so it’s hard to schedule with great precision. But you can reliably schedule regular intervals of time and get into a routine. Make an appointment with yourself for a particular time period, and when playing or working, set your purpose “I'll get the most out of this time.”
• One thing at a time —Current research shows us that multi-­‐tasking is a myth. In actuality, we are switching back and forth between tasks. With each switch we pay a cognitive cost and a time cost: It takes time to get mentally back into the task, thus making us less efficient. When switching we lose the depth of our engagement, absorption. This depth is necessary at Princeton where you are expected to gain conceptual mastery, not merely a superficial understanding.
• Block out time —devote, on a regular basis, chunks of time to a specific class. Make it part of your schedule, your routine. Estimate how many hours per week you want to devote to a class. Set aside this many hours for working tasks in the course Slice up your task into pieces and allow specific blocks of time for specific pieces of a big project.
• First Things First —if you can do so, schedule the things that are most important to you first thing in the day, or at the first available time slot. Anything that gets scheduled later in the day has a greater chance of getting interrupted, put off and never gotten to. You won’t be thinking or worrying about your work during your leisure time if you get academic tasks done first.
• Routine —It takes 30 days to create a habit, but good habits make your life easier. With good habits in place you don’t have to make as many hard decisions, thus you are less likely to make unproductive ones such as talking yourself out of doing what you had planned.
• Flexibility —How do you incorporate flexibility into your schedule? Don’t schedule every hour of the day, leave empty time slots, and schedule in recreation time. Create a two-hour or three-hour block on Friday as a catch all makeup time. When things come up and you are deciding whether to diverge from your established schedule, survey future hours and days to see where you can make up lost time. Switch blocks of time so that your schedule reflects your new commitments.
• Respond vs. react —In the moment of decision-­‐making, when faced with a decision or an impulse to diverge from your schedule, don’t just react, RESPOND. Pause, take a moment to think. Remember what’s most important to you and do what will help you get it. For example, if exercise is a top priority for you, don’t let a sudden fear about a grade prevent you from exercising. Be ready to reduce the amount of time, but don't compromise on your health. Don’t let “mindgames” in which you create justifications get in the way or lead you astray.
• Choose carefully where you study and do other tasks: minimize distraction; maximize focus.
• Use physical reminders. If you want to work out more, but are getting bogged down in email or Facebook, put your running shoes on top of your laptop. Make it harder to get off track and easier to stick to your plan by changing your environment.
• Study buddy/group—work on problem sets, readings, etc. in your shared course together.
• Get a study/writing partner—same place and time, but not the same course.
• Ask friends NOT to call you at specific times. Ask them to help you stick to your schedule. Say, “tell me to leave your room” or the dining hall after one hour, etc.

Home > Blog > Time Management for Teachers: Top Strategies and Tips

Time Management for Teachers: Top Strategies and Tips

• Smodin Editorial Team
• Updated: September 24, 2024
• All About Content and Writing

Effective time management for teachers is crucial. Every day, teachers juggle writing lesson plans, grading assignments, and managing their personal lives. This can often feel overwhelming. Finding the right balance between professional responsibilities and personal commitments is challenging but necessary.

Good time management skills help teachers handle their workload and reduce stress. With the right strategies, teachers can maintain a healthy work-life balance. This comprehensive guide on time management for teachers will provide practical tips and techniques. So, let’s dive right in!

Why Is Time Management Important for Teachers?

Time management is essential for teachers because it helps them balance their professional and personal lives. Here are some key reasons that will help you answer the question “Why is time management important for teachers?”

Provide Quality Education

Teachers can plan and deliver engaging lessons. They have more time to address individual student needs. Well-organized teachers can implement diverse teaching strategies.

Reduce Stress and Burnout

Efficient time management reduces workload pressure. It allows for adequate breaks and leisure activities. Teachers can prevent feeling overwhelmed with tasks.

Maintain Personal Well-Being

Balanced schedules promote healthier lifestyles. Teachers have more time for family and hobbies. This supports mental and physical health.

Improve Student Outcomes

Organized teachers can focus on student progress. They have time to give detailed feedback. Better planning leads to higher student achievement.

3 Best Time Management Strategies for Teachers

Managing your time effectively as a teacher involves implementing strategies that help you stay organized and productive. Here are some top time management strategies for teachers to consider.

1. Set Clear Goals

Establishing clear goals is the foundation of good time management. This is how you can do this effectively:

• Identify your short-term and long-term goals: Clear goals help you prioritize tasks. They provide direction and purpose in your daily activities.
• Set professional and personal goals: Balancing both areas ensures a healthier work-life balance. It helps you focus on what’s truly important.
• Break down your goals into manageable tasks: Smaller tasks are easier to handle. They make large goals less overwhelming and more achievable.

2. Create a To-Do List

A to-do list is a powerful tool for organizing your tasks. This is what to include in a to-do list:

• List daily and weekly tasks: A to-do list keeps you organized. It ensures that nothing important is forgotten.
• Update your list regularly: Regular updates keep your tasks relevant. They help you stay on top of your workload.
• Break down big tasks into manageable steps: Smaller steps make big tasks less daunting. This approach ensures steady progress.
• Set priorities within your list: Focus on high-priority tasks first. This method ensures that essential tasks get completed.

3. Prioritize Tasks

Not all tasks are created equal. Some tasks are urgent, while others are important but not urgent. This is how to prioritize your tasks to manage your time more effectively:

• Identify urgent and important tasks: Prioritize tasks that need immediate attention. These tasks should be your primary focus.
• Distinguish between urgent and non-urgent tasks: Urgent tasks require immediate action. Non-urgent tasks can be scheduled for later.
• Focus on important tasks: Important tasks contribute to long-term goals. They have a significant impact on your success.
• Plan for non-urgent but important tasks: Schedule time for these tasks. They are crucial for future success but don’t require immediate action.

Implementing these time management strategies can significantly improve your productivity and reduce stress. By setting clear goals, creating a to-do list, and prioritizing tasks, teachers can manage their time better.

Time Management in Lesson Planning

Efficient lesson planning is a cornerstone of effective teaching. Here are some strategies to help your time management in lesson planning.

Allocate Specific Time Slots

Dedicate specific time slots for lesson planning. This ensures you have uninterrupted time to create effective lessons. Use a timer to stay focused and avoid distractions. Timed planning helps maintain a consistent schedule.

Utilize Templates and Resources

Using lesson plan templates can save time and provide a consistent framework for your lessons. Templates ensure uniformity and efficiency. Collaborate with colleagues to share resources and ideas. Sharing resources like AI software reduces workload and sparks creativity.

For example, if you are a professor and looking to detect ChatGPT in your students’ work, there are several automated tools you can use.

Proper planning is crucial for managing your workload. Prepare your lesson plans well in advance to avoid last-minute stress. Early preparation allows for adjustments as needed. Forward planning keeps you organized and reduces anxiety.

Time Management in the Classroom: 3 Top Tips

Effective classroom management involves smooth transitions and engaging activities. Here’s how to optimize your time management in the classroom.

1. Manage Transitions

Smooth transitions between activities are essential for maximizing classroom time. Plan your transitions and communicate them clearly to your students. Use timers to keep track of time and maintain a structured environment. Clear transitions, minimize downtime, and keep students engaged.

2. Engage Students

Engaging students effectively can help manage classroom time. Use interactive activities and group work to keep students focused and on task. Active engagement reduces downtime and increases productivity. Varied activities maintain student interest and attention.

3. Set Boundaries

Setting boundaries is important for maintaining control in the classroom. Clearly define your expectations and rules. This helps in managing student behavior and creating an effective classroom environment. Firm boundaries ensure a respectful and orderly classroom.

Professional and Personal Life: Achieve the Perfect Work-Life Balance

Achieving a balanced professional and personal life is key to overall well-being. Here’s how to prioritize personal time, regular breaks, and your personal life to maintain harmony and boost productivity.

Set Aside Personal Time

Balancing professional and personal life is essential for overall well-being. Set aside personal time each day for relaxation and self-care. This helps in reducing stress and maintaining a healthy work-life balance. Personal time rejuvenates you and boosts productivity.

Take Breaks

Taking regular breaks is crucial for maintaining productivity. Short breaks between tasks help to refresh your mind and improve focus. Use the Pomodoro Technique to manage your time effectively. Breaks prevent burnout and sustain energy levels.

Don’t Forget About Your Personal Life

Your personal life is just as important as your professional life. Make time for your hobbies, family, and friends. This helps in maintaining a positive outlook and overall well-being. Quality personal time enhances life satisfaction and reduces stress.

How To Grade Assignments Efficiently

Grading essay assignments efficiently is vital for managing your workload and supporting student success. Online tools like Turnitin can aid teachers in their grading process and help proofread for AI plagiarism . Here’s how to set realistic expectations, use grading rubrics, and provide timely feedback to streamline your grading process.

1. Set Realistic Expectations

Set realistic expectations for grading assignments. Determine a reasonable timeframe and stick to it. Avoid overburdening yourself with excessive grading tasks. Manage your grading workload to maintain balance.

2. Use Rubrics

Grading rubrics can save time by providing a consistent framework for evaluating student work. Rubrics ensure fairness and clarity in grading. This also helps in providing clear and objective feedback. Rubrics streamline the grading process and improve efficiency.

3. Provide Timely Feedback

Providing timely feedback is crucial for student progress. Use digital tools to streamline the feedback process. Timely feedback helps students improve and stay motivated. Efficient feedback methods save time and enhance learning outcomes.

Why Online AI Tools Can Be Useful for Teachers

Using online AI tools can significantly enhance your time management as a teacher. Tools like Smodin can streamline many of your daily tasks, freeing up more time for other important areas.

Automate Administrative Tasks

AI tools can handle routine administrative tasks, such as organizing lesson plans, grading assignments, and ensuring work is not plagiarized. This automation reduces the time spent on repetitive tasks, allowing you to focus on teaching.

Enhance Lesson Planning

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Home > ETD > Doctoral > 6025

Doctoral Dissertations and Projects

General education teachers' perceptions of low-intensity behavior management strategies: a phenomenological study.

Jessica D'Orazio , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Alexandra Barnett

behavior management, general education teachers' perceptions, behavior plan implementation, low-intensity behavior management strategies, qualitative behavioral research

Disciplines

Education | Social and Behavioral Sciences

Recommended Citation

D'Orazio, Jessica, "General Education Teachers' Perceptions of Low-Intensity Behavior Management Strategies: A Phenomenological Study" (2024). Doctoral Dissertations and Projects . 6025. https://digitalcommons.liberty.edu/doctoral/6025

The purpose of this phenomenological study was to explore general education teachers’ successes and challenges implementing low-intensity behavior management strategies while teaching in a public school setting. Guiding this study was Bernard Weiner’s attribution theory, as the theory relates to teachers’ perceptions and use of behavior management strategies. The central research question was, “How do general education teachers describe their experiences implementing low-intensity behavior management strategies?” Fifteen teachers participated in the study, and all teacher participants previously received training in low-intensity behavior management strategies from the district Board Certified Behavior Analyst. Data collection involved three approaches: open-ended surveys, individual interviews, and focus groups. Data were analyzed using van Manen’s methodological guidelines for hermeneutic phenomenology, specifically Phenomenology of Practice. Teachers’ descriptions of their challenges and successes implementing low-intensity behavior management strategies (precorrection, praise, breaks, accommodations) were organized into a hierarchal coding frame consisting of four primary themes and corresponding sub-themes: Teachers’ Perceptions of Feasibility, Teachers’ Perceptions of Effectiveness, Teachers’ Philosophical Acceptance of Strategies, and Teachers’ Use of Strategies. Findings revealed the importance of simplifying behavior plans, individualizing the behavior plan to the needs of the teacher, coaching teachers on classwide use of strategies, coaching teachers on combining strategies to maximize effectiveness, and providing a problem-solving forum for teachers districtwide.

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• SEP 25, 2024

How to Become a Midde School Math Teacher in Wyoming: Requirements & Certification in 2024

by Imed Bouchrika, Phd

Co-Founder and Chief Data Scientist

With a projected job growth of 9.6% for middle school teachers in Wyoming from 2022 to 2032, the demand for qualified educators is steadily increasing. The state offers competitive salaries, with middle school teachers earning an average of $64,900 annually. As Wyoming continues to emphasize education, there is a growing need for dedicated professionals to help shape the next generation. In this article, we explore the steps to becoming a middle school math teacher in Wyoming, including certification requirements and key opportunities in the field.

Key Things You Should Know About Becoming a Middle School Math Teacher in Wyoming

• Wyoming is currently experiencing a shortage of middle school math teachers, with a projected need for approximately 1,000 new educators in this subject area over the next five years. This shortage is driven by factors such as retirements and an increasing student population, creating ample job opportunities for new teachers.
• The average salary for middle school math teachers in Wyoming is around $64,900 annually, which is competitive compared to national averages. However, salaries can vary significantly based on experience, education level, and specific school district funding.
• The employment outlook for middle school math teachers in Wyoming is positive, with recent statistics projecting a growth rate of about 9.6% for middle school teachers in the state through 2032.
• The cost of living in Wyoming is relatively moderate, with an index of 97.3 compared to the national average of 100. This means that while salaries may be lower than in some states, the overall affordability of living in Wyoming can make teaching positions more attractive.
• Additional economic indicators suggest that Wyoming's investment in education is increasing, with state funding for K-12 education rising by 3% in the last fiscal year. This trend may lead to improved resources and support for middle school math teachers, enhancing their teaching environment and job satisfaction.

Table of Contents

What are the steps to becoming a middle school math teacher in wyoming, what are the educational requirements for becoming a middle school math teacher in wyoming, what is the certification and licensing process for a middle school math teacher in wyoming, how important is teaching experience and what are the internship opportunities for middle school math teachers in wyoming, what are the wyoming standards and curriculum requirements for teaching middle school math, what is the job market like and what are the salary expectations for middle school math teachers in wyoming, what professional development and continuing education opportunities are available for middle school math teachers in wyoming, what are effective classroom management strategies and teaching methods for middle school math teachers in wyoming, what are the career advancement opportunities and specializations for middle school math teachers in wyoming, what legal and ethical considerations must wyoming middle school math teachers follow, what resources and support are available for new middle school math teachers in wyoming, other things you should know about becoming a middle school math teacher in wyoming.

To become a middle school math teacher in Wyoming, candidates must navigate a series of educational and licensing requirements. Here’s a structured overview of the necessary steps:

• Obtain a Bachelor’s Degree: Candidates must earn at least a bachelor's degree in education or a related field, with a focus on mathematics. Programs typically include coursework in pedagogy, child development, and advanced mathematics. According to the Wyoming Department of Education, a degree from an accredited institution is essential for licensure.
• Complete a Teacher Preparation Program: In addition to a degree, candidates must complete a state-approved teacher preparation program. This program often includes student teaching experiences, which provide practical classroom exposure. The National Council for Accreditation of Teacher Education (NCATE) recognizes many programs in Wyoming.
• Pass Required Examinations: Candidates must pass the Praxis series of exams, specifically the Praxis Core Academic Skills for Educators and the Praxis Subject Assessment for Mathematics. These assessments evaluate both general teaching skills and specific content knowledge.
• Apply for a Teaching License: After meeting educational and testing requirements, candidates can apply for a Wyoming teaching license through the Wyoming Department of Education. The application process includes submitting transcripts, test scores, and proof of completion of a teacher preparation program.
• Complete Background Checks: Fingerprinting and background checks are mandatory for all teaching candidates in Wyoming. This process ensures the safety of students and is conducted through the Wyoming Division of Criminal Investigation.
• Pay Associated Fees: Candidates should be prepared to pay various fees during the application process, including those for testing and licensing. The total cost can vary, but it is advisable to budget several hundred dollars for these expenses.

By following these steps, aspiring middle school math teachers can successfully navigate the path to licensure in Wyoming, contributing to the educational landscape of the state.

In 2023, there were around 1,000 middle school teachers in the state. See the chart below for more K12 teacher employment details. 

Candidates aiming to teach middle school math in Wyoming must navigate a series of educational requirements that ensure they are well-prepared for the classroom.

• A bachelor's degree is the minimum educational requirement for aspiring teachers. This degree should ideally be in education or a related field, with a focus on mathematics to meet the subject matter competency necessary for teaching middle school math. Understanding the educational requirements for math teachers in Wyoming is crucial for prospective candidates.
• Coursework is essential, particularly in both educational theory and mathematics. Candidates should complete classes that cover educational psychology, curriculum development, and instructional strategies, alongside advanced mathematics courses that deepen their understanding of the subject.
• Participation in a state-approved teacher preparation program is crucial. These programs typically include a combination of theoretical coursework and practical experience through supervised student teaching. This hands-on component is vital for developing effective teaching skills and classroom management techniques.
• Accreditation of the educational institution is another important factor. Candidates should ensure that their degree program is accredited by a recognized body, as this can affect their eligibility for certification and employment opportunities.
• To demonstrate subject matter competency, prospective teachers must pass relevant Praxis II examinations. These assessments evaluate knowledge in both mathematics and educational practices, ensuring that candidates possess the necessary skills to teach effectively.

In summary, the pathway to becoming a middle school math teacher in Wyoming involves obtaining a bachelor's degree, completing specific coursework, participating in an accredited teacher preparation program, and passing required examinations. This comprehensive approach not only prepares individuals for the challenges of teaching but also contributes to the overall quality of education in the state. For those interested in exploring similar pathways, you can find information on the steps to becoming a teacher in Florida at steps to becoming a teacher in Florida .

Aspiring middle school math teachers in Wyoming must navigate a structured certification and licensing process overseen by the Wyoming Professional Teaching Standards Board, which establishes the necessary requirements for educators.

• Educational Requirements: Candidates typically need to hold at least a bachelor's degree in education or a related field, with a focus on mathematics. Many programs also require student teaching experience, which is crucial for practical training. For those interested in early childhood education, there are various programs available, including options for an online master's degree. You can explore these programs at
• Examinations: Prospective teachers must pass relevant examinations that assess their knowledge of mathematics and teaching methodologies. These tests ensure that candidates are well-prepared to handle the curriculum and classroom dynamics. Successfully passing these examinations is a key component of the middle school math teacher certification Wyoming process.
• Application Process: After meeting educational and testing requirements, candidates can apply for a teaching license. This involves submitting an application to the Wyoming Professional Teaching Standards Board, along with any required documentation, such as transcripts and test scores.
• Background Checks: A critical step in the licensing process is the completion of fingerprinting and background checks. These checks are designed to ensure the safety of students and the integrity of the teaching profession. Candidates must submit their fingerprints to the appropriate authorities, which may involve additional fees.
• Fees: The application process may incur various costs, including fees for the background check, examination, and the license itself. Candidates need to budget for these expenses as they can add up.
• Continuing Education: Once licensed, teachers are often required to engage in ongoing professional development to maintain their certification. Continuing education (CE) credits can be earned in different ways. This may include attending workshops, pursuing further education, or participating in relevant training programs. If you are considering online vs on-campus programs to earn your CE, both are typically acknowledged. Staying informed about the latest requirements is crucial for those looking to fulfill the Wyoming teaching license requirements.

In summary, the pathway to becoming a middle school math teacher in Wyoming involves a combination of educational qualifications, successful completion of examinations, a thorough application process, and adherence to background check requirements. By understanding these steps, candidates can effectively prepare for a rewarding career in education.

Teaching experience is a crucial component for aspiring middle school math teachers in Wyoming. The state requires candidates to complete a student teaching experience, which typically spans a full semester. This hands-on training is essential, as it allows future educators to apply theoretical knowledge in real classroom settings, honing their instructional skills and classroom management techniques.

Internship opportunities for aspiring middle school math teachers can be found through various channels. Many universities in Wyoming, such as the University of Wyoming and Wyoming's community colleges, offer structured internship programs that connect students with local schools. These internships not only provide valuable teaching experience but also help build professional networks within the educational community.

To obtain certification in Wyoming, candidates must complete a minimum of 12 weeks of student teaching, which is often integrated into their degree programs. This experience is vital, as it equips future teachers with the practical skills necessary to effectively engage middle school students in mathematics. According to the Wyoming Department of Education, candidates who actively participate in student teaching are more likely to succeed in their teaching careers.

Maximizing the student teaching experience involves several strategies. We recommend seeking feedback from mentor teachers, actively participating in school activities, and reflecting on teaching practices. Engaging with students and collaborating with fellow educators can further enhance this experience.

For those exploring alternative pathways to gain teaching experience, options include volunteering in educational settings, tutoring students, or working as a paraprofessional. These roles can provide insights into classroom dynamics and student needs, ultimately enriching the candidate's teaching practice.

In summary, teaching experience is vital for middle school math teachers in Wyoming, and various internship opportunities exist to support this journey. By leveraging these experiences, aspiring educators can build a strong foundation for their teaching careers.

Understanding Wyoming’s educational standards and curriculum requirements is essential for those preparing to teach middle school math in the state. Wyoming has established specific standards for mathematics education, guiding teaching practices and curriculum development to ensure students acquire the necessary skills and knowledge during their middle school years.

These standards emphasize critical thinking, problem-solving, and the application of mathematical concepts in real-world scenarios. The focus is on preparing students for higher-level mathematics and practical applications in daily life. Educators must align their instruction with these expectations to support student success in Wyoming's math classrooms.

Wyoming's curriculum standards may differ from other states, particularly in their approach to integrating technology and hands-on learning experiences. The state places a strong emphasis on local context and community involvement, which influences how math is taught. Educators benefit from the Wyoming Department of Education’s guidelines and resources, including professional development opportunities, curriculum frameworks, and assessment tools, all aimed at enhancing teaching effectiveness.

Incorporating these standards into lesson plans requires a strategic approach. Teachers are encouraged to create engaging and relevant lessons that foster student interest and participation, using project-based learning, collaborative activities, and technology to enhance understanding. The curriculum for middle school math focuses on key areas like algebra, geometry, statistics, and probability, which are vital for building a strong mathematical foundation.

Adhering to Wyoming’s standards and leveraging available resources equips middle school math teachers to effectively prepare their students for academic success and real-world challenges. For those seeking to advance their careers, pursuing academic pathways such as an EdD through avenues like an  online doctorate in instructional design can offer further educational opportunities. Through a thorough understanding and application of Wyoming's curriculum requirements, educators ensure their students are well-prepared for the future.

The job market for middle school math teachers in Wyoming is characterized by a blend of opportunities and challenges. The most recent estimates show that middle school teaching jobs will be growing by  9.6% from 2022 to 2032 . This translates to an annual average job opening of 80 throughout the period. 

In 2023, the average annual salary for middle school teachers was $64,900. This competitive wage reflects the demand for qualified teachers, particularly in rural areas where job openings may be limited but consistent. Understanding the middle school math teacher salary in Wyoming is essential for those considering a career in this field.

Salary expectations can vary significantly based on geographic location within the state. For example, teachers in Afton and Alpine can anticipate earnings around $68,422, while those in Cody and Sheridan earn approximately $64,433. In contrast, educators in smaller towns like Aladdin and Alva may see salaries closer to $59,159. This variation underscores the importance of location when evaluating potential teaching positions.

In addition to base salaries, compensation packages for middle school math teachers in Wyoming typically include benefits such as health insurance, retirement plans, and paid leave. These additional perks enhance the overall appeal of teaching roles, making them more attractive to prospective educators. Furthermore, many school districts offer professional development opportunities, which can aid in skill enhancement and career advancement. For those interested in furthering their education, exploring options like online doctoral programs in education can be beneficial.

The demand for middle school math teachers is influenced by factors such as student enrollment trends and state initiatives aimed at improving math proficiency. As educational standards evolve, the need for skilled math educators remains critical, ensuring a stable job market for aspiring teachers. The job market for teachers in Wyoming continues to adapt to these changing needs, providing various opportunities for new educators.

A teacher from Wyoming shares her perspective, stating, “Finding a position was a challenge, especially in smaller communities, but the salary was reassuring.” She recalls, “The excitement of starting my career was mixed with anxiety, knowing I had a significant role in shaping young minds.” Her insights reflect the dynamic nature of the teaching profession in Wyoming, highlighting both the challenges and rewards of the job.

In Wyoming, middle school math teachers have access to a variety of professional development and continuing education opportunities designed to enhance their teaching skills and keep them updated with the latest educational practices. The Wyoming Department of Education (WDE) emphasizes the importance of high-quality instruction, particularly in STEM fields, which includes mathematics. This commitment to professional development for math teachers in Wyoming is evident in the resources and support provided by the state.

To support ongoing professional growth, the WDE has implemented a model that prioritizes relevance and educator input. Recent surveys indicate that educators value professional development that focuses on:

• Integrating technology into teaching methods, including training for blended learning approaches.
• Instructional strategies that incorporate career and technical education (CTE) into academic practices.
• Leadership development to foster a culture of improvement within schools.

Middle school math teachers are encouraged to participate in Professional Learning Communities (PLCs), which provide a collaborative environment for educators to share best practices and address challenges collectively. These communities are tailored to meet the unique needs of each school, fostering a supportive network for continuous improvement.

Additionally, the state has launched initiatives like Boot Up Wyoming, aimed at enhancing computer science education, which is increasingly relevant in today’s curriculum. This initiative reflects a broader commitment to integrating modern educational practices into teaching.

Continuing education requirements for teachers in Wyoming typically include earning credits through workshops, seminars, and other professional development activities. The WDE allocates funds to support these initiatives, ensuring that educators have access to high-quality training without the need to leave the state. For those interested in expanding their qualifications, there are also various online education programs available, which can complement traditional professional development efforts.

In summary, Wyoming provides a robust framework for professional development for middle school math teachers, focusing on technology integration, instructional strategies, and leadership development, all aimed at improving student outcomes and enhancing teaching effectiveness. This comprehensive approach ensures that educators are well-equipped to meet the challenges of modern education while fulfilling their continuing education requirements.

To become an effective middle school math teacher in Wyoming, it is essential to implement robust classroom management strategies and engaging teaching methods. Research indicates that effective classroom management can lead to a 20% increase in student achievement, particularly in middle school settings where students are navigating significant developmental changes.

• Establish Clear Expectations: Setting clear behavioral and academic expectations from the outset fosters a structured environment. According to the Wyoming Department of Education, classrooms with well-defined rules see a reduction in disruptive behavior, allowing for more instructional time.
• Utilize Positive Reinforcement: Employing positive reinforcement techniques can significantly enhance student motivation. Studies show that recognizing student efforts can improve engagement by up to 30%, which is crucial in a subject like math that often presents challenges for learners.
• Create Engaging Lesson Plans: Effective lesson plans should incorporate real-world applications of math concepts. For instance, integrating local data or community projects can make lessons more relatable. Research suggests that students are 50% more likely to retain information when they see its relevance to their lives.
• Diverse Teaching Methods: Utilizing a mix of teaching methods—such as collaborative learning, direct instruction, and technology integration—can cater to various learning styles. The National Council of Teachers of Mathematics emphasizes that differentiated instruction is vital, especially in diverse classrooms where students may have varying levels of proficiency.
• Address Diverse Learning Needs: In Wyoming, approximately 14% of students receive special education services. Therefore, employing strategies such as tiered assignments and flexible grouping can help meet the needs of all learners. Additionally, incorporating formative assessments allows teachers to adjust instruction based on student progress.

By combining these strategies, middle school math teachers in Wyoming can create a dynamic and inclusive learning environment that promotes student success.

Middle school math teachers in Wyoming have several avenues for career advancement and specialization. One prominent opportunity is the transition into administrative roles, such as becoming a school principal or district administrator. According to the Wyoming Department of Education, teachers with a master’s degree and administrative endorsement can pursue these positions, which often come with increased responsibilities and higher salaries.

Specialization is another pathway for middle school math teachers. They can focus on areas such as special education, gifted education, or curriculum development. For instance, obtaining a special education endorsement allows teachers to work with diverse learners, enhancing their skill set and marketability. Additionally, teachers can pursue certifications in STEM education, which is increasingly valued in today’s educational landscape.

Further, middle school math teachers can enhance their qualifications through additional certifications. The National Board for Professional Teaching Standards offers a certification specifically for mathematics teachers, which can lead to higher salaries and recognition within the educational community.

Moreover, there are opportunities for teachers to engage in educational policy or curriculum development. Teachers with experience and advanced degrees may find roles in state education agencies or non-profit organizations focused on educational reform. These positions often involve shaping curriculum standards and influencing educational practices statewide. One can upskill through attending seminars, taking online courses, and even enrolling in leadership development workshops .

A teacher from Wyoming reflects on her journey, saying, “I initially felt overwhelmed by the idea of moving into administration, but after pursuing my master’s degree, I found the process rewarding.” She recalls, “The support from my colleagues made all the difference as I navigated the challenges of balancing teaching and furthering my education.” Ultimately, she notes, “The opportunity to impact educational policy has been incredibly fulfilling.”

Understanding the legal and ethical frameworks governing the teaching profession is crucial for prospective middle school math teachers in Wyoming. Educators must meet specific legal requirements, such as obtaining a valid teaching license from the Wyoming Professional Teaching Standards Board (PTSB). This process generally includes completing a bachelor’s degree in education or a related field, passing the Praxis exams, and fulfilling a student teaching requirement.

Ethical guidelines are equally important in shaping a positive classroom environment. Teachers in Wyoming are expected to adhere to the Wyoming Code of Ethics for Educators, which emphasizes integrity, fairness, and respect. This code mandates that teachers create a safe and inclusive learning atmosphere where all students can excel both academically and socially.

Additionally, middle school math teachers in Wyoming have specific reporting obligations regarding student safety. Wyoming law requires educators to report any suspected cases of child abuse or neglect to the appropriate authorities, ensuring the protection of vulnerable students and fostering a culture of safety in schools.

Classroom dynamics are also influenced by legal considerations, such as student privacy laws. The Family Educational Rights and Privacy Act (FERPA) dictates how teachers handle student records and personal information, requiring confidentiality and restricted access to sensitive data.

In summary, aspiring middle school math teachers in Wyoming must navigate a complex landscape of legal and ethical responsibilities. By understanding and adhering to these guidelines, educators can foster a positive, secure learning environment that supports student success while complying with state laws and ethical standards.

Wyoming offers new educators a range of resources and support systems designed to assist new educators in their journey. Understanding these resources is crucial for fostering a successful teaching career.

• Mentorship Programs: The Wyoming Department of Education provides mentorship initiatives aimed at pairing novice teachers with experienced educators. This one-on-one support is vital, as studies indicate that teachers with mentors are more likely to remain in the profession beyond their first few years.
• Professional Development: New teachers can access various professional development opportunities through organizations such as the Wyoming Education Association (WEA). The WEA offers workshops, conferences, and online resources tailored to math instruction, helping teachers stay updated on best practices and innovative teaching strategies.
• Teacher Networks: The Wyoming Math Teachers Association (WMTA) serves as a valuable network for math educators. This organization facilitates collaboration among teachers, providing a platform for sharing resources, lesson plans, and teaching materials. Engaging with such networks can enhance a teacher's effectiveness and confidence in the classroom.
• Online Resources: New middle school math teachers can utilize platforms like Teachers Pay Teachers and the National Council of Teachers of Mathematics (NCTM), which offer a plethora of lesson plans, activities, and assessment tools. These resources are particularly beneficial for teachers seeking to diversify their instructional methods and engage students effectively.
• State-Specific Resources: The Wyoming Department of Education’s website features a dedicated section for educators, offering access to curriculum standards, assessment tools, and instructional resources specifically designed for math education.

In summary, new middle school math teachers in Wyoming have access to a robust support system that includes mentorship, professional development, networking opportunities, and a wealth of online resources. By leveraging these tools, educators can enhance their teaching practices and contribute positively to their students' learning experiences.

In 2023, middle school teachers in the state earned around  $64,900 per year on average. The chart below shows the average annual salaries of select K12 teaching occupations in Wyoming. 

What do graduates have to say about becoming a middle school math teacher in Wyoming?

• Teaching middle school math in Wyoming has been one of the most rewarding experiences of my career. The small class sizes allow for personalized attention, which is crucial for students struggling with concepts. Additionally, the supportive community makes it easy to collaborate with fellow educators. I feel like I’m making a real difference in my students' lives. - Mabel
• As a recent graduate, I was initially apprehensive about teaching in a rural state like Wyoming. However, I quickly discovered that the state offers a unique opportunity to engage with students in a meaningful way. The emphasis on hands-on learning and real-world applications in math has made my lessons more impactful. Plus, the cost of living is lower compared to many other states, allowing me to enjoy a comfortable lifestyle. - Jacob
• What I love most about being a middle school math teacher in Wyoming is the strong sense of community. The relationships I build with my students and their families are invaluable. Wyoming's focus on education is evident, with state funding supporting innovative teaching methods and resources. I feel supported by both my school administration and the local education system, which enhances my ability to teach effectively. - Eric

Key Findings

• As of 2023, Wyoming requires prospective middle school math teachers to hold at least a bachelor's degree in education or a related field, with a focus on mathematics. This aligns with national standards for teacher preparation.
• The Wyoming Department of Education reports that there is a growing demand for middle school math teachers, with a projected job growth rate of 5% over the next decade. This trend indicates a stable job market for new educators in this subject area.
• To obtain a teaching license in Wyoming, candidates must complete a state-approved teacher preparation program and pass the Praxis II Mathematics Content Knowledge exam. Recent data shows that approximately 80% of candidates pass this exam on their first attempt.
• In 2023, the average salary for a middle school math teacher in Wyoming is approximately $56,000 per year, which is competitive compared to neighboring states. This figure reflects the importance of math education and the value placed on qualified teachers.
• Wyoming offers alternative pathways for individuals who already possess a bachelor's degree in a non-education field. These candidates can pursue a "Teacher of Record" license, allowing them to teach while completing the necessary education coursework, which can be completed in as little as one year.

What are the certification requirements for middle school math teachers in Wyoming?

To become a middle school math teacher in Wyoming, you must obtain a teaching license from the Wyoming Professional Teaching Standards Board. This typically requires a bachelor's degree in education or a related field, completion of a teacher preparation program, and passing the Praxis exams specific to math education. Additionally, you may need to complete a background check and fulfill any continuing education requirements to maintain your certification.

What is the job outlook for middle school math teachers in Wyoming?

The job outlook for middle school math teachers in Wyoming is generally positive. As educational needs evolve and the population grows, there is a consistent demand for qualified math teachers. Factors such as retirement and turnover also contribute to job openings. Additionally, Wyoming's commitment to improving education and STEM programs further enhances opportunities for math educators in the state.

Are there opportunities for professional development as a math teacher in Wyoming?

Yes, there are numerous opportunities for professional development for math teachers in Wyoming. Many school districts offer workshops, conferences, and training sessions focused on the latest teaching strategies and curriculum updates. Additionally, teachers can pursue further education, such as master's degrees or specialized certifications, to enhance their skills and career prospects. Engaging in professional learning communities can also provide valuable networking and support.

What resources are available for new math teachers in Wyoming?

New math teachers in Wyoming can access various resources to support their transition into the classroom. The Wyoming Department of Education provides guidelines, teaching standards, and professional development opportunities. Local teacher associations often offer mentorship programs and networking events. Online platforms, such as the National Council of Teachers of Mathematics (NCTM), also provide valuable teaching resources, lesson plans, and community support for educators.

References:

• mathteaching.org (30 Jun 2014). Teaching math in Wyoming . mathteaching.org
• wyomingptsb.com (06 Mar 2018). Wyoming Professional Teaching Standards Board. wyomingptsb.com
• edu.wyoming.gov (09 Apr 2018). PD opportunities . edu.wyoming.gov
• salary.com (29 Jul 2024). Middle school math teacher salary in Wyoming . salary.com

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