Time Management as a Moderator between Teaching Competencies and Classroom Performance in Higher Education
DOI:
https://doi.org/10.55737/psi.2025d-44133Keywords:
Soft Skills, Teaching Competencies, Classroom Performance, Higher Education, Moderation AnalysisAbstract
In higher education, strong teaching competencies are essential for effective classroom performance. Faculty often face excessive workloads that disrupt their time, potentially creating a gap between their capabilities and their actual teaching skills. This suggests the influence of a crucial behavioral factor: time management. This study investigated the direct relationships between teaching competencies, time management, and classroom performance among university faculty. Crucially, it examined whether time management acts as a moderator, strengthening the positive effect of teaching competencies on performance. A quantitative, cross-sectional survey design was employed. Data were collected from 218 full-time faculty members across various disciplines using stratified random sampling. Teaching competencies and time management were measured using validated self-report scales. Classroom performance was assessed through a multi-source approach, combining self-reports with official student evaluation scores to mitigate bias. Data were analyzed using correlation and moderated regression analysis (Hayes PROCESS Model 1). The results confirmed significant positive correlations between all main variables. Moderated regression analysis revealed that both teaching competencies (β = 0.38, p < .001) and time management (β = 0.42, p < .001) were significant independent predictors of classroom performance. Most importantly, a significant interaction effect was found (β = 0.11, p = .006). In conclusion, time management is an important moderating variable that amplifies teaching competencies. In higher education, a dual-focused approach to faculty development is imperative for unlocking full teaching potential. This study suggested that time management is an important moderating variable that amplifies teaching competencies.
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