Part III · Campus Life & Student Well-Being
The Clock is Ticking
Managing the Load: Teacher Support, Time Decisions, and Emotional Well-Being Among Senior High School Students with Multiple Commitments
48.4%
of students reported physical exhaustion — the highest emotional-strain symptom measured
At a Glance
Framework
Job Demands–Resources (JD-R)
Design
Descriptive-correlational
Participants
31 SHS students
Finding
Resources buffer emotional strain
Research Summary
This quantitative descriptive-correlational study investigated how time management and perceived teacher or institutional support relate to emotional well-being among Senior High School students managing multiple commitments. Drawing on a survey of 31 SHS students, the study found moderate planning behaviors alongside moderate procrastination tendencies, moderate perceived support, and moderate-to-high emotional strain. Both time management and perceived support were significantly and negatively correlated with emotional strain, suggesting that better student routines and more responsive teacher practices can reduce overload.
Objectives
- Profile extracurricular involvement among SHS students in terms of type, number of organizations, and weekly time demand.
- Measure students’ time-management practices, especially planning and procrastination tendencies.
- Assess perceived teacher and institutional support among students with multiple commitments.
- Determine the level of emotional strain and test whether time management and support are related to well-being.
Context & Method
Senior High School learners often carry a “double load” by balancing academic requirements with extracurricular participation and leadership roles. Anchored in the Job Demands-Resources model, the study explains how heavy workload and time pressure can intensify exhaustion unless they are buffered by support systems and personal coping resources. In the IBIS setting, the research asks whether planning behaviors and teacher or institutional support function as practical resources that protect emotional well-being, shifting the conversation from student blame toward how personal habits and school support interact.
- The study used a quantitative descriptive-correlational design to describe levels of time management, support, and emotional strain.
- Participants were 31 SHS students from IBIS recruited through purposive sampling, prioritizing those with active school commitments.
- The instrument included an extracurricular profile, a time-management scale, a perceived-support scale, and an emotional well-being index.
- Descriptive statistics (frequencies, percentages, weighted means) were followed by Pearson product-moment correlation at alpha = 0.05.
- Data gathering followed informed-consent and school-ethics procedures.
r = −0.46Time management ↔ strain
r = −0.39Perceived support ↔ strain
Both correlations are significant and negative (α = 0.05): stronger routines and more responsive support track with lower emotional strain.
Key Findings
- Students reported moderate planning behaviors, suggesting that they understand basic scheduling strategies.
- Procrastination indicators remained elevated, especially feeling overwhelmed and postponing tasks.
- Perceived teacher and institutional support stayed at a moderate level rather than consistently high.
- Physical exhaustion recorded the highest emotional-strain score, followed by mood swings and stress.
- Both time management (r = −0.46) and perceived support (r = −0.39) were significantly and negatively correlated with emotional strain.
Implications & Recommended Actions
- Integrate short time-management supports such as weekly planning templates and task-time-estimation coaching.
- Adopt clearer flexibility guidelines for official school activities, deadline adjustments, and make-up work.
- Normalize early student-teacher communication about schedule conflicts.
- Strengthen peer support, stress-management sessions, and referral pathways for students with high emotional strain.
- Use future studies with larger samples and reliability checks to deepen the evidence base.
31Participants
JD–RFramework
α = 0.05Significance
PearsonCorrelation
“Student overload is not only a problem of personal discipline. It becomes manageable when strong planning habits are matched by responsive teacher support, clear school policies, and timely communication.”
Research Team — Grade 12
Research Adviser
Mr. Franklin D. Garvida
Student Researchers
Nicole Angela O. Dimaano, Luke Gabriel D. Dayao, Jeftie C. Dela Cruz, Railey Uan, Malc F. Mauricio, Zedrick A. Base, James Daniel H. Dangan, Hazel Franco, Razeda G. Atong, Carmencita Baylan, Ian Carlo Velasquez
Keywords time management; teacher support; extracurricular involvement; emotional well-being; senior high school