The Moderating Effect of Time Management on the Relationship between Quality of Work Life and Personal Effectiveness of Junior High School Teachers in Davao Region
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The ultimate aim of this study was to determine the moderating effect of time management on the relationship between quality of work life and personal effectiveness of junior high school teachers in Davao Region. Adapted survey questionnaires were given to a sample of 400 teachers from public junior high schools in the region. Findings revealed that the levels of quality of work life, personal effectiveness and time management are high. Further, findings revealed that quality of work life is significantly related to personal effectiveness. Time management also showed a positive significant relationship to personal effectiveness. To determine the moderating effect of time management, a logistic hierarchical regression was employed in this study. Results revealed that time management has no significant moderating effect on the relationship between quality of work life and personal effectiveness. Teachers who have higher and lower levels of time management demonstrated the same degree of personal effectiveness as influenced by quality of work life. Keywords- education; moderating effect; personal effectiveness; Philippines; quality of work life; time management
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it