| dc.description.abstract | The study looked at the effects of instructors' time management methods on students’
academic achievement in Kenya's Kwale county's government run high schools. For the
past five years, Kwale county has posted poor results in KCSE Examinations, with a
dismal 7 percent in 2016 and a modest growing increase to only approximately 10.5
percent in 2020. The way teachers manage their time has an influence on their learners'
academic success. The importance of the teacher in any educational institution is widely
acknowledged around the world. The purpose of this research was to establish how
teachers' time management techniques affect students' academic accomplishment in
government run secondary institutions of learning throughout Kwale County. The
research was led by the succeeding objectives: determine the influence of educator
planning tactics, analyze the influence of instructors' work-life equation, determine
learners' perceptions of teacher planning, and identify teacher issues that affect students'
academic achievement in Kwale County secondary schools. The study adopted the 80/20
Pareto theory and ABC time management model. The target population was 7,598
respondents including 6,540 candidates, 960 instructors, and 98 principals from
government run secondary institutions of learning in Kwale County. Krejcie and
Morgan's table was used to determine the sample size, which resulted in a sample size of
29 principals, 364 candidates and 274 instructors. Structured questionnaire was used for
data collection. Quantitative data was scrutinized descriptively and presented as
percentages and as regression analysis was also conducted. University supervisors with
subject-matter expertise scrutinized the study instrument for logical content before
determining its validity. Cronbach's alpha was used to measure internal reliability,
yielding a reliability value of α= .83, while Pearson correlation coefficient was used to
estimate external reliability, yielding a coefficient of r = .81. The study found a
statistical significance of teacher planning on learners’ academic success (R2 =0.363,
F=100.934, P=0.000) , work-life balance for teachers had a statistically significant effect
on students’ academic performance(R2 =0.176, F= 50.773, P=0.000) , a substantial
association between students' perceptions of their teachers' teaching delivery and
examination achievement (R2 =0.111, F=317.542, P=0.000) and on teacher challenges
the study found that classroom management and class size had a statistically significant
effect on students' academic achievement (R2 =0.248, F=53.305, P=0.000). Regarding
teacher planning the research recommended that school managements should ensure that
teachers adhered to set deadlines on writing of lesson plans and schemes of work and
institutionalized mechanisms to ensure that these documents were put into effective use.
On teacher work life balance the research recommended that to lessen teachers' stress
over work-related issues, the Teachers Service Commission (TSC) should bring onboard
new teachers and provide guidance and counseling. Regarding students’ perceptions on
teacher planning the study recommended that instructors make an effort to cover syllabi
on time so that students have adequate time for revision. Regarding teacher challenges
the study recommended that educators must be capable of creating a suitable student
behavior in their classrooms given that classroom management was critical for teachers to
achieve their educational objectives. On class size the study recommended improvement
in class conduct and performance on assignments without having to send students out of
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