RELATIONSHIP BETWEEN TEACHERS INSTRUCTIONAL WORKLOAD MANAGEMENT AND STUDENTS ACADEMIC PERFORMANCE AT HIGHER EDUCATION

Abstract

This study was conducted to find out the relationship between teacher’s instructional workload management and student academic performance at higher education. The objectives of study were to check perceptions of teachers on workload allocation to find out factors effect on teachers’ workload and students performance at higher education. This study was descriptive in nature and survey method was used. The population of the study consisted of one hundred seventy-six teachers of higher level of education. One hundred and twenty eight teachers were selected as a sample of the study by using simple random sampling technique. Five-point Likert-scale questionnaire was used as research instrument of the study. Data were collected by personal visits. The collected data were analyzed through SPSS by using mean score, frequency, standard deviation and percentage. It is concluded that my responsibilities as a teacher are quite demanding, and I frequently carry over incomplete tasks to the following day. Duties are often specifically assigned to me, and I end up completing some of my official work at home. It is recommended that teachers maintain clear communication with parents about student progress. Setting realistic expectations and providing regular feedback can help build trust. Encouraging parental involvement supports student success.

Keywords: Teachers Instructional Workload Management, Student Academic Performance