Abstract
This study is based on time competencies and practices of Enugu state primary school head teachers in knowledge and learning management. The study adopted the descriptive survey design. The area of study for this research is Enugu state. 732 head teachers and 11, 782 primary school teachers in Enugu state formed the population of the study. Multi stage procedure, purposive and simple random sampling were adopted in selecting samples for the study. Instrument used for data collection was a 28 item questionnaire items with sections A and B. The instruments were divided into two, one for head teachers, and the other for teachers. The one for head teachers was tagged Time Management Competencies and Practice among Head teachers in Knowledge and Learning Management (TMCPHKLM); while the one for teachers tagged Extent Head teachers Practice Time Management Competencies for Knowledge and Management (EHPTMCKM). The instruments were validated by three experts. The reliability coefficient was determined using Cronbach Alpha reliability coefficient technique which gave coefficient of 0.76, 0.74, for cluster A and B which gave a total value of 0.75 respectively. Analysis was done using arithmetic and standard deviation to answer the two research questions while t-test was used in testing the hypothesis on .05 degree. Findings show that primary school head teachers in Enugu state practice time management by assigning roles to pupils and teachers to ensure that school programs are carried out on time. These programmes include environmental cleaning, morning devotion, sticking to time table, and extracurricular activities. Based on these findings, it was recommended among all that head teachers should be consistent in management of time in their schools as this will be emulated by teachers who will in-turn ensure that learning is effectively managed in the 21stcentury.
