The Effectiveness of Self-Management among Secondary School Teachers and Its Relationship to Professional Performance

Abstract

This study aimed to identify the level of self-management among male and female secondary school teachers, as well as to examine its relationship with their professional performance. The study sample consisted of 100 male and female teachers from the secondary stage, selected appropriately to achieve the objectives of the research.

The study adopted the descriptive approach due to its suitability for this type of research, which seeks to describe and analyze phenomena as they exist in reality. The researcher also developed and used a self-management scale, which included several dimensions related to self-management such as time management, emotional regulation, goal setting, and self-motivation.

The results of the study indicated that the level of self-management among teachers was moderate, suggesting that they possess acceptable self-management skills; however, these skills still require further development and enhancement to reach higher levels of professional competence.

Additionally, the findings revealed that there were no statistically significant differences in the level of self-management attributable to gender or years of experience. This indicates that self-management skills are relatively consistent among teachers regardless of their personal or professional characteristics.

In light of these findings, the study recommends the importance of developing teachers’ self-management skills through training programs and specialized workshops, which would contribute to improving their professional performance and enhancing the overall quality of the educational process