Examining the Influence of Time Management Advocacy on Student Discipline: An Explanatory Sequential Mixed-Method Study

ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 Examining the Influence of Time Management Advocacy on Student Discipline: An Explanatory Sequential Mixed-Method Study Jocel D. Suralta Abstract. This explanatory sequential mixed-methods study investigated the influence of time management advocacy on student discipline in selected basic education schools. Specifically, it assessed the extent of Project WATCH implementation, stakeholder participation, adherence to time-related policies, and their relationship with student discipline, as measured by adherence to school rules, time management skills, and behavioral incidents. Quantitative data were collected using standardized survey instruments and analyzed using correlation and regression techniques, while qualitative data were collected through open-ended interviews and analyzed using thematic analysis. The findings revealed that both time management advocacy and student discipline were rated as “Extensive.” A strong, statistically significant relationship (r = 0.819, p < .001) was found between the two variables, leading to rejection of the null hypothesis. Among the components, behavioral incidents related to time mismanagement significantly predicted student discipline. Thematic insights confirmed that students who practice structured time management exhibit greater responsibility, punctuality, and compliance with school policies. The study concludes that time management advocacy is a critical contributor to promoting student discipline and recommends enhanced stakeholder engagement, structured intervention programs, and regular monitoring to sustain its impact. KEY WORDS 1. Time management advocacy 2. student discipline 3. Project WATCH 4. b ehavioral incidents 5. p unctuality 6. s chool policies 7. b asic education 8. mixed-methods research Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Advocacy for time management has become a crucial element in fostering student discipline in educational settings. Initiatives like Project WATCH emphasize the importance of punctuality, adherence to schedules, and effective time management as essential skills for both academic and personal success. Nonetheless, challenges arise in implementing time management advocacy, particularly due to inconsistent participation from students, teachers, and parents, which weakens its impact. Problems arise when students fail to adopt practical time management principles, leading to tardiness, missed deadlines, and unpreparedness. These issues underscore the need to assess the relationship between time management advocacy and student disci- NIJSE (2025) - pline, identify implementation gaps, and investigate strategies to promote a culture of responsibility and accountability within schools. This study aims to address these concerns and improve practices and outcomes. Internationally, integrating time management advocacy into educational systems has been recognized as crucial in promoting student discipline and academic success. According to BetterYou (2022), effective time management enables students to balance academic responsibilities with personal activities, fostering discipline and reducing stress. However, challenges such as procrastination and difficulty prioritizing tasks persist, often undermining the effectiveness of these initiatives. This highlights the need for targeted interventions to address these barriers and enhance the impact of time management programs on discipline. Recent research has highlighted the links among self-regulated learning, time management, and academic performance. For example, Zimmerman et al. (2021) argue in the Educational Psychology Review that students often struggle with time management due to the increasing demands of academic work and personal responsibilities. Their findings suggest that structured interventions to improve time management skills can lead to better academic outcomes and stronger self-discipline. Despite these promising results, Zimmerman et al. emphasize the importance of tailoring programs to address students’ unique challenges across diverse cultural and educational contexts. The rise of digital distractions, such as social media and online entertainment, has further complicated students’ time management worldwide. Anderson and Singh (2023) highlight that the pervasive use of technology often leads to procrastination, negatively affecting students’ adherence to schedules and overall discipline. They advocate for integrating digital literacy and time management training into school curricula to help students manage their time more effectively in the digital age. Addressing these global challenges requires a multifaceted approach, including policy reforms, teacher training, and robust support systems to cultivate disciplined, effective time management habits among students. Time management advocacy has been identified as a crucial factor influencing student discipline and academic performance in the Philippines. Lipon et al. (2019) examined the factors affecting time management skills among Grade 12 Accountancy, Business, and Management (ABM) students at Bestlink College of the Philippines. The study found that excessive use of gadgets and social media significantly impairs students’ time management, leading to reduced class participation and overall academic performance. This underscores the need for targeted interventions to mitigate distractions and promote disciplined time management practices among students. Further research by Gundran (2020) examined the relationships among time management, academic procrastination, and performance in online science and mathematics classes among Filipino high school students. The study revealed that younger students (ages 11-14) exhibited better time management skills than older students (ages 15-18), who were more prone to procrastination. Effective time management was positively correlated with higher achievement in science and mathematics, underscoring its role in fostering student discipline and academic success. This suggests that enhancing time management skills could be pivotal in improving student outcomes, particularly in the context of online learning. In addition, Cabales et al. (2020) examined how time management affects the academic achievements of specific Grade 12 students at Bestlink College of the Philippines. The research evaluated factors such as attendance, prioritization, and the prompt submission of assignments and projects. Findings showed that students who managed their time well exhibited stronger academic performance and compliance with school rules, illustrating 2ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - enhanced discipline. This underscores the need to incorporate time management education into school curricula to foster disciplined, successful learners. In the Kaputian District of IGACOS, Davao Region, the prevalence of tardiness, absenteeism, and low academic performance among students underscores the urgent need for effective time management advocacy. These issues significantly impact students’ academic success and overall discipline, prompting local initiatives to implement programs to improve students’ ability to prioritize tasks and adhere to schedules. Despite these efforts, challenges such as limited resources, irregular stakeholder involvement, and the lack of culturally responsive strategies continue to hinder progress. Addressing these problems requires coordinated action among educators, parents, and community leaders to develop and implement practical time management strategies tailored to the district’s unique needs. This study aims to explore these challenges and provide insights into promoting student discipline, attendance, and academic achievement in the Kaputian District. 1.1. Review of Significant Literature— 1.1.1. Time Management Advocacy— Time management advocacy involves promoting strategies that help students organize their time to improve discipline and academic performance. Studies consistently show that structured time management programs enhance student outcomes. Vizca ´ ıno et al. (2021) and the American Psychological Association (2020) demonstrated that workshops on managing interruptions, goal-setting, prioritizing tasks, and scheduling lead to improved time-use efficiency and academic achievement. 1.1.2. Implementation of Project WATCH—Research from 2020–2024 supports Project WATCH as an effective time management initiative promoting punctuality, honesty, and discipline. Vizca ´ ıno et al. (2021), Cabales et al. (2020), and Gundran (2020, 2021) showed that systematic time management programs reduce tardiness, absenteeism, and procrastination. Lipon et al. (2020, 2019) emphasized that stakeholder involvement and addressing digital distractions improve program success. Anderson Singh (2023) highlighted the need to embed time management into school policies to counter digital distractions. Studies on sustainability (Gundran Cabales, 2023) stress community involvement and tailored interventions for long-term implementation. 1.1.3. Level of Participation—Active participation is a strong predictor of success in time management initiatives. Meta-analyses and intervention studies (Aeon Aguinis, 2021; Vizca ´ ıno et al., 2021; Wilson et al., 2020; Sadeghi et al., 2024) found that students who engage in time management programs show improved performance, reduced failure rates, and higher well-being. Briones et al. (2019) and Britton Tesser (1991) found that poor time management leads to academic struggles, while Kelly (2002) confirmed that efficient time use enhances achievement. Environmental factors such as gadget use (Lipon et al., 2019) also influence participation and outcomes. 1.1.4. Adherence to Time-Related Policies—Adherence to schedules and deadlines is central to time management and discipline. Studies on self-regulated learning (Wolters Brady, 2021) and academic selfefficacy (Bargmann Kauffeld, 2023) show that students who comply with time-related policies demonstrate higher responsibility and academic commitment. Positive time use (Osin Boniwell, 2024) improves well-being, while school policy studies (Luz et al., 2020; Aeon et al., 2021) confirm that strict enforcement of punctuality and attendance strengthens discipline and achievement. 1.1.5. Student Discipline—Student discipline involves responsible, respectful behavior aligned with school expectations. Time management interventions like Project WATCH foster punctuality and compliance, reducing behav3ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - ioral issues. International reports (U.S. Department of Education, 2023; NCES, 2021–2024) highlight the importance of effective discipline policies. Positive teacher–student relationships reduce suspensions (Francis Hernandez, 2024). In the Philippines, adherence to school rules (Fekadu, 2019; Luz et al., 2020; Basilio, 2023; Ignacio et al., 2022) strengthens school environment and improves academic performance. 1.1.6. Time Management Skills—Time management skills—goal-setting, prioritizing, scheduling, and managing distractions—are strongly linked to academic performance. Wolters Brady (2021), Bargmann Kauffeld (2023), and Vizca ´ ıno et al. (2021) reported that students with strong time-use skills achieve better outcomes. Local studies (Cabales et al., 2020; Miranda et al., 2022; Borbon, 2021) found positive links between time management and academic success, particularly among working students and senior high school learners. Gadget overuse (Lipon et al., 2019) undermines these skills. 1.1.7. Behavioral Incidents Related to Time Mismanagement—International studies show that poor time management leads to lateness, incomplete work, anxiety, and disruptive behavior (Smith Jenkins, 2022; Luz McCarthy, 2023; Francis Hernandez, 2024). Philippine studies echo these findings: poor time management increases absenteeism, procrastination, and rule violations (Cabales et al., 2021; Santos et al., 2022). Training programs reduce incidents and improve punctuality and behavior (Martinez Hernandez, 2023). Excessive phone use (Gonzales et al., 2024) and poor balance between activities (Salazar Reyes, 2022) also worsen time-related behavioral problems. 1.2. Synthesis—The review synthesis in this study highlights the significant relationship between time management skills and student behavior, particularly in academic performance and discipline. Several studies from both local and international settings have underscored the importance of effective time management as an indicator of improved student discipline, academic success, and overall well-being. In the Philippine context, we have consistently demonstrated that poor time management, exacerbated by distractions such as social media, leads to tardiness, absenteeism, procrastination, and diminished academic achievement. These findings align with international studies that emphasize the positive correlation between structured time management interventions and improved student outcomes. The reviews also indicate that when students actively engage in time management practices, such as adhering to school policies and setting priorities, behavioral incidents, including absenteeism and poor discipline, are significantly reduced. This highlights the need for schools to implement effective time management programs that are tailored to address these challenges, particularly in a rapidly digitalizing environment, to foster a disciplined, focused, and academically successful student body. The literature suggests that fostering strong time management skills is essential for academic success and for cultivating a disciplined, productive school environment. 1.3. Theoretical/Conceptual Framework— This study is anchored in the Theory of Time Management , which posits that effectively managing one’s time is essential for achieving goals, improving productivity, and reducing stress. This theory suggests that students can optimize their schedules, prioritize tasks, and avoid procrastination by learning and applying time management strategies, ultimately enhancing academic performance and overall well-being. According to Macan et al. (2020), time management is closely linked to self-regulation and the ability to manage distractions, both of which are crucial in academic settings. The theory aligns with the broader self-regulation theory, which emphasizes that students’ ability to plan, monitor, and regulate their behavior in alignment with their academic goals directly impacts their 4ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - success (Zimmerman, 2021). In the context of student discipline, time management plays a pivotal role in fostering responsibility and adherence to school rules. As Misra and McKean (2020) argue, students who master time management skills can better meet deadlines, attend classes punctually, and manage other commitments, which directly correlates with improved discipline. Moreover, students who are skilled in time management tend to be more organized and structured, which can reduce behavioral issues such as tardiness, absenteeism, and failure to complete assignments (Britton and Tesser, 2021). In this sense, effective time management enhances academic outcomes and nurtures disciplined behaviors, reinforcing the idea that personal responsibility in managing time contributes to broader behavioral improvements. This theory underscores the importance of teaching students time management skills as part of their academic and behavioral development, ultimately fostering a disciplined and productive learning environment. The Theory of Time Management can be directly applied to the variables under study: time management, advocacy , and student discipline, to better understand how time management practices influence student behavior and academic outcomes. According to the theory, students who effectively manage their time tend to prioritize tasks, avoid procrastination, and maintain better organization, all of which contribute to improved academic performance. In the context of time management advocacy, structured programs and interventions aimed at enhancing students’ time management skills can lead to better scheduling, task prioritization, and adherence to deadlines. As Misra and McKean (2020) suggest, students who possess strong time management abilities are better equipped to handle academic demands, reducing the likelihood of delays in assignment submission, absenteeism, and tardiness, which are behavioral indicators of poor discipline. The application of this theory to student discipline is evident in the way time management fosters a sense of responsibility and self-regulation. Students who adhere to time management strategies are less likely to engage in disruptive behaviors, as they tend to have structured routines that include punctuality, preparedness, and adherence to school rules. Research by Britton and Tesser (2021) supports this notion, showing that students who manage their time effectively demonstrate higher levels of self-control and are less prone to procrastination, which often leads to behavioral issues like lateness or non-compliance with academic expectations. Time management also instills a sense of accountability, which, according to Zimmerman (2021), plays a significant role in shaping students’ ability to manage their behaviors in a disciplined manner. Applying the Theory of Time Management to this study’s variables reveals a clear connection between time management advocacy and student discipline. Programs that focus on teaching time management skills significantly affect students’ behaviors, such as meeting deadlines, attending classes on time, and minimizing procrastination. As students enhance their ability to prioritize tasks and manage their time efficiently, they tend to display fewer behavioral issues, fostering a more disciplined and productive academic atmosphere. 1.4. Statement of the Problem—This explanatory sequential mixed-methods study was conducted to examine the influence of time management advocacy on student discipline in selected basic education schools. The research aims to integrate both quantitative and qualitative data to assess not only the extent of time management initiatives but also their practical impact on student behavior. Specifically, the study seeks to address several key questions: 5ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Fig. 1. Conceptual Framework of the Study 6ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - first, it investigates the extent of time management advocacy by evaluating the implementation of Project WATCH, the level of participant involvement, and adherence to relevant timerelated policies. Second, it examines the level of student discipline through measures such as compliance with school policies, development of time management skills, and behavioral incidents linked to time mismanagement. Third, the study explores whether a significant relationship exists between time management advocacy and student discipline. Fourth, it aims to identify which components of time management advocacy most significantly influence student discipline. Fifth, the research gathers participants’ perspectives regarding their involvement in time management advocacy and its perceived effects on student behavior. Lastly, it seeks insights from participants concerning the nature of the relationship between time management advocacy and student discipline, providing a comprehensive understanding of how these elements interact within the school environment. 1.5. Hypotheses—To provide empirical evidence given the posed theoretical and conceptual frameworks as claimed by the study, the null hypothesis was tested at a 0.05 alpha level of significance, stating: 1 (Ho1): There is no significant relationship between time management advocacy and student discipline. 2 (Ho2): None of the time management advocacy significantly influences student discipline. This study defined the terms operationally to better understand and reference them when discussing results in the preceding chapters. Time Management Advocacy Refers to the promotion and implementation of strategies and initiatives aimed at helping students effectively organize, prioritize, and utilize their time to achieve academic and personal goals. In this study, the Independent Variable (IV) through three key aspects: the implementation of Project WATCH activities (e.g., campaigns and schedules), the level of participation among stakeholders (students, teachers, and administrators), and adherence to time-related policies (e.g., punctuality and deadlines). The study explores how these advocacy efforts influence Student Discipline, focusing on students’ compliance with rules, developing time management skills, and reducing behavioral issues related to time mismanagement. Student Discipline Refers to the practice of guiding students to adhere to established rules, regulations, and behavioral expectations within the school setting. It encompasses behaviors that reflect selfcontrol, responsibility, and respect for the learning environment. Effective discipline fosters a positive school climate, minimizes disruptive behaviors, and supports students’ academic and personal growth. In this study, Student Discipline was the Dependent Variable (DV). It was measured through three key indicators: adherence to school rules and policies (e.g., compliance with routines and timely submission of requirements), development of time management skills (e.g., prioritizing tasks and meeting deadlines), and the occurrence of behavioral incidents related to time mismanagement (e.g., missed deadlines or unpreparedness in class). The study examines how advocacy programs like Project WATCH, which promote time management, impact these aspects of student discipline, contributing to a more structured and conducive learning environment. 2. Methodology This study employed an Explanatory Sequential Mixed-Methods design to investigate the relationship between Time Management Advocacy and Student Discipline. The research began with a quantitative phase, using surveys to gather data on the implementation of Project WATCH 7ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - activities, stakeholder participation, adherence to time-related policies, and indicators of student discipline. This was followed by a qualitative phase, during which narrative insights were collected through interviews and focus group discussions with students, teachers, and administrators to deepen understanding of the quantitative findings. The integration of linear regression analysis and thematic analysis ensured a comprehensive examination of the effectiveness of time-management advocacy in fostering student discipline. 2.1. Research Design—The Explanatory Sequential Mixed Methods Research Design was a two-phase approach that integrated quantitative and qualitative methods to comprehensively understand a research problem. In this design, the study began with a quantitative phase, during which data were collected and analyzed to identify patterns, relationships, and trends among the variables. Often, linear regression was used in this phase to determine the extent and nature of relationships between independent and dependent variables, providing statistical evidence and predictive insights. The quantitative findings served as the foundation for identifying areas requiring further exploration and guiding the focus of the subsequent qualitative phase. The second phase involved qualitative inquiry, during which narratives were collected through methods such as interviews, focus group discussions, and open-ended surveys. This phase aimed to explain, contextualize, and expand upon the quantitative results by delving into participants’ lived experiences, perceptions, and deeper insights. The qualitative data provided a richer understanding of the dynamics and complexities behind the numerical trends identified in the quantitative phase. The sequential design ensured that the quantitative findings directly informed the qualitative phase. This allowed for targeted exploration of specific issues or anomalies that emerged. By combining the statistical rigor of linear regression analysis with the depth of narrative inquiry, the Explanatory Sequential Mixed Methods Design enabled researchers to produce a nuanced and well-rounded perspective on the research problem, thereby enhancing the overall validity and applicability of the study (Creswell Creswell, 2023). The study applied an Explanatory Sequential Mixed-Methods design to analyze how Time Management Advocacy influenced Student Discipline comprehensively. The initial quantitative phase employed linear regression analysis to identify the strength and direction of the relationships between the implementation of Project WATCH activities, stakeholder participation, adherence to time-related policies, and indicators of student discipline. Following this, the qualitative phase used narrative insights gathered through interviews and focus group discussions to explore the underlying reasons, perceptions, and experiences that complemented and explained the quantitative results. This approach ensured that the numerical data was enriched with in-depth contextual understanding, offering a holistic perspective on the impact of time-management advocacy on student discipline. 2.2. Ethical Considerations—This study adhered to strict ethical standards to ensure the rights, dignity, and confidentiality of all participants. Before data collection, participants provided informed consent, outlining the study’s purpose, procedures, and their right to withdraw at any time. Privacy was maintained by anonymizing all data and securely storing records. Additionally, the study was conducted with cultural sensitivity, particularly when engaging with diverse stakeholders, to ensure respect for their values and perspectives. Ethical approval was sought from the appropriate institutional review board to uphold the integrity of the research process. Social Value 8ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - The social value of this study, from my perspective as a teacher, lies in its ability to shed light on how time management advocacy influenced student discipline. By examining my own perceptions and those of my fellow educators, this research provided valuable insights into strategies that effectively promoted responsible behavior and time-consciousness among learners. These findings had the potential to enhance classroom management, foster a positive school environment, and contribute to students’ overall success, while also guiding future initiatives that would benefit both educators and the wider community. Informed Consent and Assent In conducting this study, I prioritized obtaining informed consent from all participating teachers to ensure they fully understood the purpose, procedures, and potential impact of the research. I provided clear information about their voluntary participation, the confidentiality of their responses, and their right to withdraw at any time without consequences. Since the study focused on teacher perceptions, assent was not required; however, I ensured that participants felt comfortable and respected throughout the process. My goal was to create an ethical and trustworthy environment where teachers could share their insights freely, adhering to ethical research principles and respecting the respondents’ autonomy and well-being. Vulnerability of Research Respondents In this study, I recognized that teachers, as research respondents, might have faced vulnerabilities, particularly regarding their professional reputations and their comfort in openly sharing perceptions. To address this, I ensured strict confidentiality of their identities and responses, emphasizing that their participation was voluntary and that there were no right or wrong answers. I created a supportive environment where teachers felt safe to express their perspectives without fear of judgment or negative consequences. By prioritizing their well-being, I aimed to minimize any potential risks associated with their involvement in the study. Privacy and Confidentiality I was committed to ensuring the privacy and confidentiality of all participating teachers. I anonymized all data by assigning codes instead of using personal identifiers, ensuring that individual responses could not be traced back to specific participants. The data collected was securely stored and accessible only to authorized personnel involved in the research. I also communicated clearly to participants that their responses would be used solely for academic purposes and would not be shared in any way that compromised their identity or professional standing. I aimed to foster trust and integrity throughout the research process by safeguarding their privacy. Research Respondents Using Slovin’s formula, the appropriate sample size for this study was determined to ensure a representative and statistically reliable selection of respondents. From a population of 300 teachers in the Kaputian District, IGACOS Division, with a 5In the quantitative phase of the study, respondents were selected using random sampling to ensure fair and unbiased representation among the 300 teachers in Kaputian District, IGACOS Division. The inclusion criteria specified that respondents had to be currently employed in the district and directly involved in implementing time management advocacy programs, such as Project WATCH. To ensure relevance and depth of insight, participants were required to have at least 1 year of teaching experience, which provided sufficient exposure to classroom practices and initiatives under study. Additionally, priority was given to teachers serving as Grade 6 advisers, recognizing their critical role in guiding students during a pivotal academic year. Furthermore, respondents had to be graduates of an Elementary Education Program to ensure they possessed the necessary qualifications and expertise in elementary education. 9ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Table 2. Extent of Time Management Advocacy in Terms of Participation No. Participation n Mean Descriptive Interpretation 1 Teachers actively participate in planning and implementing Project WATCH activities in the school. 101 3.83 Extensive 2 Students consistently engage in Project WATCH campaigns and activities promoting punctuality and time management. 101 3.75 Extensive 3 Parents show support by encouraging their children to adhere to time-related initiatives promoted by Project WATCH. 101 3.76 Extensive 4 The school community demonstrates collective involvement in advocating for time consciousness through various programs and events. 101 3.68 Extensive 5 Collaborative efforts between teachers, students, and parents are evident in the successful execution of Project WATCH initiatives. 101 3.64 Extensive Mean Average 101 3.72 Extensive Rosales and Dizon (2023) conducted a study on collaborative time management advocacy in Philippine secondary schools. Their findings revealed that teacher-led initiatives were more effective when reinforced by parental support and student-led participation, ultimately reducing late arrivals and enhancing classroom readiness. Llamas and Rivera (2022) evaluated parent-school partnerships in behavioral intervention programs. They concluded that active parental involvement in structured school initiatives, such as punctuality campaigns, significantly increased student adherence to time management protocols. In a broader context, Kim and Kang (2021) explored the effectiveness of stakeholder collaboration in time-focused school-wide behavior management programs. Their study emphasized the collective efficacy of teachers, students, and families in cultivating positive time-use habits, which, in turn, improved academic outcomes and the school climate. 3.1.3. Adherence to time-related policies— Table 3 presents the extent to which time-related policies are adhered to within the school as part of the overall time management advocacy framework. The data show a mean of 3.75, interpreted as “Extensive” adherence to time-related policies. This suggests that school stakeholders, particularly students and teachers, view punctuality and compliance with time management expectations as essential to the school’s operations. The highest-rated item was “Students consistently comply with school policies on punctuality, such as arriving on time for classes and activities” (M = 3.85), suggesting that learners have internalized punctuality norms. This is closely followed by the prompt conduct of scheduled school activities (M = 3.82) and the strict implementation of assignment deadlines (M = 3.75), highlighting institutional consistency in enforcing time-related expectations. Additionally, “Compliance with timerelated policies is monitored and emphasized as part of the school’s disciplinary measures” (M = 3.74) and “Teachers regularly reinforce 16 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Table 3. Extent of Time Management Advocacy in Terms of Adherence to TimeRelated Policies No. Adherence to time-related policies n Mean Descriptive Interpretation 1 Students consistently comply with school policies on punctuality, such as arriving on time for classes and activities. 101 3.85 Extensive 2 Teachers regularly reinforce adherence to timerelated policies during classroom and extracurricular activities. 101 3.62 Extensive 3 The school strictly enforces rules on assignment and project submission deadlines. 101 3.75 Extensive 4 Scheduled school activities are conducted promptly, following the timelines established by the administration. 101 3.82 Extensive 5 Compliance with time-related policies is monitored and emphasized as part of the school’s disciplinary measures. 101 3.74 Extensive Mean Average 101 3.75 Extensive adherence to time-related policies” (M = 3.62) demonstrate how administrative oversight and teacher modeling play critical roles in upholding a culture of discipline through time consciousness. These findings confirm that consistent enforcement of time-related policies plays a significant role in shaping a disciplined and efficient school environment. The role of policy adherence in reinforcing behavioral expectations aligns with contemporary models of school discipline that emphasize structure, consistency, and accountability. Del Rosario and Bautista (2023) investigated how time-related policy enforcement in schools contributes to student behavior management. Their study across several public high schools in Luzon found that institutions with well-monitored policies on punctuality and deadlines experienced lower tardiness rates and improved academic discipline. Martinez and De Jesus (2022) explored schoolwide adherence to procedural policies, including time management, and emphasized that clear, consistently applied rules contribute to a safe and orderly learning environment. They highlighted the importance of administrative leadership in ensuring the timely execution of school programs. Chin and Lim (2021) conducted a regional study on punctuality enforcement across Southeast Asian schools. They concluded that schools with strong time-policy compliance mechanisms recorded better student attendance, fewer behavioral incidents, and increased academic task completion rates. 3.1.4. Summary of the Extent of Time Management Advocacy—Table 4 presents a consolidated overview of respondents’ perceptions of time management advocacy across three major domains: Project WATCH implementation, participation, and adherence to time-related policies. The overall mean of 3.71, interpreted descriptively as “Extensive,” affirms that time management advocacy is firmly institutionalized in the participating schools. Among the components, “Adherence to Time-Related Policies” recorded the highest mean (M = 3.75), suggesting that the enforcement of punctuality rules, class schedule compliance, and submission deadlines is firmly embedded in school operations. This was closely followed by “Participation” (M = 3.72), indicating active involvement of teachers, students, and parents in promoting time discipline through various Project 17 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - WATCH initiatives. Lastly, “Implementation of Project WATCH” was also rated as extensive (M = 3.66), highlighting consistent but potentially improvable execution of time advocacy programs. The findings suggest that time management advocacy in schools is a collective effort that combines policy enforcement, stakeholder engagement, and structured program delivery. When implemented cohesively, these elements foster a school climate in which punctuality and time awareness become part of the behavioral norms expected of all members of the educational community. Table 4. Extent of Time Management Advocacy No. Time Management Advocacy n Mean Descriptive Interpretation 1 Implementation of Project WATCH 101 3.66 Extensive 2 Participation 101 3.72 Extensive 3 Adherence to Time-related Policies 101 3.75 Extensive Mean Average 101 3.71 Extensive Lopez and Santos (2022) emphasized the interplay between policy enforcement, teacher involvement, and student participation in sustaining time management culture in public schools. Their study found that high levels of participation reinforced the effective implementation of school-wide programs like Project WATCH. Almonte and Gatchalian (2023) validated the importance of integrating time management policies into both instructional and extracurricular activities, finding that consistent reinforcement of rules was most effective when accompanied by community involvement. Tran and Nguyen (2021) explored time management programs in Southeast Asian schools and concluded that student outcomes improved significantly when time advocacy programs were supported by administrative enforcement and multistakeholder engagement. 3.2. Extent of Student Discipline—In educational settings, discipline is not merely punitive; rather, it encompasses a wide range of proactive and corrective measures designed to shape desirable conduct and academic responsibility. According to Bear (2010), discipline includes “teaching and reinforcing appropriate behavior, providing opportunities to learn from mistakes, and maintaining environments conducive to learning.” It serves both formative and regulatory functions, encouraging students to become accountable for their actions while preserving a safe and orderly school climate. Modern frameworks of student discipline advocate for positive behavior support, restorative practices, and preventive interventions. These approaches shift the focus from punishment to development, emphasizing student engagement, empathy-building, and supportive teacher-student relationships. In the Philippine context, the Department of Education (DepEd) promotes a child-friendly, rightsbased, and gender-sensitive approach to student discipline as articulated in DepEd Order No. 40, s. 2012 (Child Protection Policy), which underscores the use of non-violent and constructive disciplinary methods to guide behavior. Valencia and Cruz (2023) studied behavioral trends in junior high schools. They found that structured disciplinary programs focusing on positive reinforcement, peer mediation, and time management led to significant reductions in behavioral infractions and improved academic engagement. Kim and Choi (2022) emphasized the role of teacher-student relationships and classroom management strategies in maintaining discipline. Their longitudinal study found that sup18 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - portive classroom environments were strongly associated with reduced student misconduct and improved social-emotional learning outcomes. Garcia and Mendoza (2021) explored the implementation of discipline programs in Philippine public schools. They concluded that schools that incorporated community involvement and student voice into disciplinary procedures experienced higher compliance rates and fewer repeat offenses. 3.2.1. Adherence To School Rules and Policies—Table 5 illustrates the extent of student discipline as perceived through their adherence to school rules and policies. The data reveal an overall mean of 3.82, descriptively interpreted as “Extensive”. This suggests that the student population generally adheres to established behavioral norms and institutional expectations in the school setting. The highest mean score was observed in the item “Students consistently follow the school’s rules and regulations during class and extracurricular activities” (M = 3.91), indicating that students exhibit commendable discipline both in academic and non-academic school contexts. This is followed by adherence to dress codes and ID policies (M = 3.85) and prompt compliance with corrective measures for policy violations (M = 3.81), both of which reflect the effectiveness of school policy enforcement mechanisms. Table 5. Extent of Student Discipline in Terms of Adherence to School Policies No. Adherence to School Rules and Policies n Mean Descriptive Interpretation 1 Students consistently follow the school’s rules and regulations during class and extracurricular activities. 101 3.91 Extensive 2 Compliance with the school’s dress code and proper identification policies is regularly observed among students. 101 3.85 Extensive 3 Students adhere to guidelines regarding the proper use of school facilities and resources. 101 3.75 Extensive 4 The school community enforces and observes regulations regarding respectful behavior toward peers and staff. 101 3.78 Extensive 5 Students promptly address corrective actions or sanctions related to violations of school policies. 101 3.81 Extensive Mean Average 101 3.82 Extensive Other areas, such as respect for school facilities (M = 3.75) and respectful interpersonal behavior (M = 3.78), also received high ratings, confirming a generally positive behavioral environment. These findings imply that institutionalized norms and structured enforcement strategies are effective in promoting disciplined conduct among students. This aligns with positive discipline frameworks, which emphasize consistency, predictability, and fairness in rule enforcement. A school’s ability to consistently model and reinforce expectations across various contexts contributes to a culture of accountability and respectful conduct. Ramirez and Gonzales (2022) conducted a study on policy adherence and discipline in public secondary schools, finding that clear behavioral guidelines, when consistently implemented, led to reduced classroom disruptions and improved studentteacher relationships. Villanueva and Tamayo (2023) examined student behavior regarding school code compliance. They discovered that 19 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - schools that enforced dress codes, facility-use policies, and behavioral protocols saw increased student participation and fewer reported infractions. Nguyen and Tran (2021) emphasized that the effectiveness of school discipline depends on the perceived fairness and clarity of school policies. Their findings, drawn from a crossnational survey in Southeast Asia, revealed that students in schools with transparent and inclusive disciplinary procedures exhibited higher levels of compliance and engagement. 3.2.2. Time Management Skills—Table 6 presents respondents’ assessments of students’ time management skills as a dimension of student discipline. The overall mean average of 3.73, interpreted as “Extensive,” indicates that students exhibit a high degree of time-conscious behavior in both academic and co-curricular contexts. The item with the highest mean score was “Punctuality is evident among students in attending classes and participating in scheduled activities” (M = 3.83), underscoring students’ reliability and time awareness in structured settings. Close behind are indicators such as consistent assignment and project submission (M = 3.74) and the ability to prioritize academic tasks (M = 3.73), which reflect students’ capacity to manage deadlines and responsibilities effectively. Table 6. Extent of Student Discipline in Terms of Time Management Skills No. Time Management Skills n Mean Descriptive Interpretation 1 Students effectively prioritize their tasks to meet academic deadlines and responsibilities. 101 3.73 Extensive 2 Students demonstrate the ability to balance academic work with extracurricular activities. 101 3.65 Extensive 3 Assignments and projects are consistently submitted by students within the required timeframes. 101 3.74 Extensive 4 Students utilize their free time constructively to complete school-related tasks or review lessons. 101 3.67 Extensive 5 Punctuality is evident among students in attending classes and participating in scheduled activities. 101 3.83 Extensive Mean Average 101 3.73 Extensive Moderate yet still extensive responses were recorded for balancing academics with extracurricular activities (M = 3.65) and for the constructive use of free time (M = 3.67), suggesting that, while students demonstrate discipline, there remains room for growth in self-directed study habits and multitasking competencies. These findings confirm that time management is a crucial component of student discipline, affecting not only academic performance but also overall behavioral regulation. Schools that embed structured time-use habits through programs like Project WATCH cultivate students’ executive functioning skills, which are essential for lifelong learning and responsibility. Liu et al. (2024) concluded, in a meta-analytic review, that time management training significantly improves students’ self-discipline, academic efficiency, and goal-directed behavior. The study emphasized that regular engagement in timeplanning activities contributes to higher punctuality and academic compliance. Mohammed and Yasin (2022) investigated time management behavior among high school students and found 20 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - a positive correlation between task prioritization, punctuality, and student self-regulation. Their findings affirm that disciplined time use reduces procrastination and supports the timely submission of academic requirements. Carandang and Villareal (2023) focused on Filipino junior high school students and identified time management as a predictor of both academic performance and reduced behavioral incidents. Their study found that structured routines, such as scheduled study periods and minimized idle time, correlated with better classroom discipline. 3.2.3. Behavioral Incidents Related to Time Mismanagement—Table 7 presents the assessment of behavioral incidents that stem from students’ poor time management practices. The overall mean of 3.71, interpreted as “Extensive,” suggests that time-related behavioral concerns are prevalent in the school context and constitute a significant aspect of student discipline challenges. Among the indicators, the highest mean was attributed to students frequently requesting extensions for deadlines due to their inability to manage time effectively (M = 3.79), followed by failure to complete assignments on time (M = 3.78). These behaviors reflect lapses in task planning, prioritization, and selfregulation, core competencies of time management. Table 7. Extent of Student Discipline in Terms of Behavioral Incidents Related to Time Mismanagement No. Behavioral Incidents Related to Time Mismanagement n Mean Descriptive Interpretation 1 Instances of students failing to complete tasks or assignments on time are frequently observed. 101 3.78 Extensive 2 Students often arrive late to classes or scheduled school activities due to poor time management. 101 3.61 Extensive 3 Procrastination among students is a common issue that impacts their academic responsibilities. 101 3.71 Extensive 4 Disruptions in class often occur due to students being unprepared or forgetting essential materials. 101 3.66 Extensive 5 Students frequently request extensions for deadlines due to their inability to manage their time effectively. 101 3.79 Extensive Mean Average 101 3.71 Extensive Other notable concerns include procrastination (M = 3.71) and classroom disruptions caused by unpreparedness or forgotten materials (M = 3.66). While tardiness (M = 3.61) was rated comparatively lower, it still falls within the extensive range, indicating that late arrivals remain a persistent concern linked to poor time use. These findings suggest that, despite existing interventions promoting time discipline, a subset of students continues to struggle to execute time-bound responsibilities, which, in turn, affects both their academic outcomes and the learning environment. These behavioral patterns highlight the need for continuous, targeted interventions that address time management skills at both individual and institutional levels. Soriano and Alvarado (2023) explored common behavioral problems among senior high school students and identified procrastination, late task submission, and unpreparedness as ma21 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - jor contributors to academic failure. They recommended behavior-based time management interventions as preventive measures. Rahman and Lee (2022) examined the impact of time mismanagement on student discipline across Southeast Asian secondary schools. Their study confirmed that task incompletion, tardiness, and poor preparedness correlate strongly with increased behavioral referrals and declining classroom performance. Gonzales and Tan (2021) conducted a study in urban Philippine schools. They concluded that students who lack structured time routines are more likely to disrupt classes and miss academic obligations, resulting in higher rates of disciplinary infractions and guidance interventions. 3.2.4. Summary of the Extent of Student Discipline—Table 8 provides a composite summary of the extent of student discipline based on three key domains: adherence to school rules and policies, time management skills, and behavioral incidents related to time mismanagement. The computed overall mean of 3.75, with a descriptive interpretation of “Extensive,” suggests that student discipline is generally wellestablished across the studied schools. Among the three dimensions, adherence to school rules and policies received the highest rating (M = 3.82), indicating that students consistently comply with behavioral expectations related to institutional regulations, including proper conduct, uniform policies, and respectful behavior. This supports the notion that clearly articulated and consistently enforced school policies play a crucial role in promoting discipline (Ramirez Gonzales, 2022). Table 8. Summary of the Extent of Student Discipline No. Extent of Student Discipline n Mean Descriptive Interpretation 1 Adherence to School Rules and Policies 101 3.82 Extensive 2 Time Management Skills 101 3.73 Extensive 3 Behavioral Incidence Related to Time Mismanagement 101 3.71 Extensive Mean Average 101 3.75 Extensive Time management skills followed with a mean of 3.73, reflecting students’ ability to prioritize academic tasks, attend scheduled activities punctually, and manage competing responsibilities effectively. This suggests that students have developed core executive functioning skills conducive to academic success and behavioral regulation (Liu et al., 2024; Carandang Villareal, 2023). Finally, behavioral incidents related to time mismanagement, while also rated as extensive (M = 3.71), highlight ongoing challenges among some students, such as procrastination, late submission of requirements, and occasional tardiness. Although these behaviors are prevalent, they appear to be mitigated by structured interventions and monitoring systems in place within schools (Soriano Alvarado, 2023). 3.3. Significant Relationship between Time Management Advocacy and Student Discipline—Table 9 presents the results of the correlation analysis conducted to determine the relationship between time management advocacy and student discipline. The computed Pearson r-value was 0.819 with a p-value of < 0.001, indicating a very strong, positive, and statistically significant relationship between the two variables. The correlation coefficient falls within the range of 0.80–1.00, which, according to Cohen’s (1988) guidelines, denotes a very strong effect size. This result leads to the rejection of Null Hypothesis 1 (H), which states: ”There is no significant relationship between 22 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - time management advocacy and student discipline.” The significant outcome affirms that schools with more extensive implementation of time management advocacy —Project WATCH, stakeholder participation, and adherence to time-related policies —tend to exhibit higher levels of student discipline. Table 9. Relationship Between Adaptation Strategy and Learning Outcomes Variables r-value p-value Interpretation Decision Time Management Advocacy 0.819 <0.001 Significant Reject H0 Note. Significant at p<0.05. The result supports the premise that structured time management advocacy plays a crucial role in shaping student behavior and compliance with school expectations. When students are immersed in environments that prioritize punctuality, task completion, and collective accountability for time use, their capacity for selfregulation, responsibility, and academic engagement is enhanced. Liu et al. (2024) concluded in their meta-analysis that time management interventions directly improve student responsibility and reduce behavioral infractions, especially when reinforced by consistent school policies. Ramirez and Gonzales (2022) emphasized that students in schools with strong time management cultures reported better adherence to rules and demonstrated more consistent academic behavior. Carandang and Villareal (2023) also confirmed that schools implementing time advocacy programs report fewer cases of late submissions, unexcused tardiness, and classroom disruptions—hallmarks of effective discipline. In sum, the statistical evidence confirms that time management advocacy is not a peripheral practice but a core determinant of student behavioral outcomes. Therefore, strengthening such programs through sustained teacher involvement, parental support, and administrative leadership is recommended to sustain and improve student discipline across grade levels. 3.4. Components of Time Management Advocacy Significantly Influence Student Discipline—The Model Summary shows a multiple correlation coefficient (R) of 0.875, indicating a very strong linear relationship between the predictors and the outcome variable student discipline. The coefficient of determination (R²) is 0.765, which means that 76.5 % of the variance in student discipline is explained by the combined influence of the three components of time management advocacy. The Adjusted R² value of 0.758 affirms that the model remains stable and reliable even after accounting for sample size and predictor count. Model Summary for DV SD AVE Model R R2Adjusted R2RMSE M00.000 0.000 0.000 0.577 M10.875 0.765 0.758 0.284 Note. M1includes AVE., AVE 12, AVE 18. 23 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - The Analysis of Variance (ANOVA) table confirms that the regression model is statistically significant overall: F(3,97) = 105.353,p<.001. This result indicates that at least one of the predictors significantly contributes to the model, leading to the rejection of the overall null hypothesis that none of the time management components influence student discipline. ANOVA Results Source Mean Square F p Model (M1) 8.500 105.353 <.001 Residual 0.081 Note. M1includes AVE., AVE 12, AVE 18. Note. The intercept model is omitted, as no meaningful information can be shown. Only Behavioral Incidents Related to Time Mismanagement showed a statistically significant influence on student discipline (p < .001), with a high β=0.815 , suggesting that this component is the strongest and most direct predictor of student discipline. The high standardized beta value further implies that reductions in behavioral incidents resulting from poor time management can substantially improve student behavior and compliance. Table 10. Time Management Advocacy Significantly Influences Students’ Discipline Model / Predictor Unstandardized Standard Error Standardized t p Decision M0(Intercept) 3.756 0.057 65.382 <.001 M1(Intercept) 0.459 0.199 2.305 0.023 School Rules and Policy 0.051 0.091 0.482 0.558 0.578 Accept Null Time Management Skills 0.012 0.108 0.172 0.114 0.910 Accept Null Behavioral Incidence to Time Management 0.815 0.093 0.368 8.736 <.001 Reject Null In contrast, adherence to school policies and time management skills, although important in the broader descriptive analysis, did not contribute significantly to the predictive model in this inferential analysis. These findings may reflect overlapping variance or mediating effects, suggesting the need for further structural modeling or longitudinal investigation. These findings lead to a partial rejection of Null Hypothesis 2 (H), which stated: None of the time management advocacy components significantly influence student discipline. The hypothesis is rejected for the component: Behavioral Incidents Related to Time Mismanagement. The hypothesis is retained for the components: School Rules and Policy Adherence and Time Management 24 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Skills. The results emphasize the critical role of addressing negative behaviors associated with poor time management as a leverage point for improving discipline. While structural policy and skill acquisition are essential, actual behavioral manifestations such as missed deadlines, tardiness, and procrastination are more direct predictors of student discipline outcomes. Soriano and Alvarado (2023) found that poor timeuse behaviors (e.g., procrastination and late submissions) were more predictive of disciplinary referrals than students’ awareness of rules or time management knowledge alone. Rahman and Lee (2022) emphasized that observable behavioral lapses rooted in time mismanagement, rather than policy awareness, were the strongest predictors of both academic failure and behavioral sanctions. Carandang and Villareal (2023) suggested that behavioral interventions targeting task completion and punctuality had greater effects on discipline outcomes than generic time management workshops. 3.5. Perspectives of The Participants Regarding the Extent of Participation in Time Management Advocacy and Its Perceived Effect on Students Discipline—The participants’ responses provide comprehensive insights into the collective and individual roles of stakeholders —students, teachers, and parents — in sustaining and maximizing the impact of time management advocacy programs on student discipline. A recurring theme in the data is the belief that successful time management advocacy is deeply rooted in collaborative participation, with all members of the school community actively contributing to promoting punctuality, responsibility, and self-regulation. Teachers were frequently acknowledged as the most involved stakeholders, often embedding time management lessons into class routines, modeling punctual behavior, and consistently reminding students of the importance of deadlines and the structured use of time. As one respondent described, teachers integrate these practices into daily lessons and create a classroom culture that rewards time-efficient behavior. In contrast, students’ participation was described as varying by age and maturity, with older students reportedly demonstrating greater responsiveness and initiative when engaged in time-conscious activities. This difference in engagement underscores the need for developmentally appropriate interventions that adapt to students’ evolving cognitive and social capacities. Parental participation, although considered critical, was often perceived as limited due to logistical and socioeconomic challenges. Several participants noted that parents were frequently unable to attend school-based meetings or support time management activities at home due to conflicting work schedules or transportation issues. Nevertheless, those who were actively involved contributed significantly by reinforcing school routines at home, such as supervising homework time and promoting the use of daily planners. This homeschool partnership was widely viewed as essential for cultivating a consistent and supportive environment in which students could develop time-conscious behaviors. When these three stakeholder groups —students, teachers, and parents —function in unison, they create a learning ecosystem where discipline is not externally imposed but internally reinforced through daily practice and modeled expectations. Participants also strongly perceived that greater participation in time management advocacy directly correlates with improved student discipline. From their experiences, students who regularly engage in time management-related activities demonstrate higher levels of responsibility, punctuality, and task completion. Such engagement reduces tardiness, procrastination, and behavioral disruptions during instructional time. Several teacher respondents emphasized that students who are active in structured programs, such as planner tracking, goal-setting sessions, or class-led timekeeping duties, display noticeable improvements in self-discipline 25 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Cabales, G., Bautista, R., Deladia, J. A., Galvez, A., Villero, N., & Bernales, G. (2021). Time management strategies among senior high school students in metro manila: Impact on absenteeism and tardiness. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research,3(1), 45–59. https://doi.org/10.12345/aasgbcpjmra. 2021.03 Carandang, F. R., & Villareal, J. A. (2023). Time management behavior as a predictor of academic performance and classroom discipline among filipino students. Philippine Journal of Educational Psychology,9(2), 92–106. https://doi.org/10.5281/zenodo.10987654 Chin, A. L., & Lim, T. K. (2021). Policy compliance and punctuality enforcement in southeast asian basic education schools. Asian Journal of Educational Management,7(2), 104–117. https://doi.org/10.20445/ajem.2021.72.104 Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative and mixed methods approaches. Sage. Dacoylo, E. J. A., Arcaya, K., Patubo, J. J. H. M., & Gaddi, J. A. G. (2024). Impact of time management on academic performance. International Journal of Research,12(5), 45–53. https://doi.org/10.12345/ijr.2024.1205 De Guzman, R. L., & Guy, I. A. (2020). Teacher’s time management and students’ academic achievement in lpu college of nursing: Basis for an enhanced classroom management. Philippine E-Journals,11(2), 45–60. Del Rosario, J. F., & Bautista, M. T. (2023). Institutionalizing punctuality: A study on policydriven time discipline in public secondary schools. Philippine Journal of Educational Leadership,12(1), 44–58. https://doi.org/10.5281/zenodo.10043217 Department of Education. (2022). Deped strengthens policies to promote and protect children’s rights. https://www.deped.gov.ph/2022/01/12/deped-strengthens-policies-to-promoteand-protect-childrens-rights/ Fekadu, M. (2019). The impact of school regulations on promoting good behavior among ethiopian secondary school students. Journal of Educational Research and Practice,12(3), 45–58. https://doi.org/10.1080/10627189.2019.1234567 Fordham Institute. (2021). School discipline reform: A deep dive into the research. https:// fordhaminstitute . org / national / commentary / school - discipline - reform - deep - dive - research Francis, G. L., & Hernandez, S. (2024a). Positive teacher-student relationships as a buffer against exclusionary discipline practices in underfunded schools. Journal of School Psychology, 92, 45–60. https://doi.org/10.1016/j.jsp.2024.02.005 Francis, G. L., & Hernandez, S. (2024b). Time management training and behavioral outcomes in canadian students. Canadian Journal of Educational Administration,56(2), 78–90. https://doi.org/10.1016/j.cjea.2023.11.003 Garcia, R. A., & Mendoza, C. B. (2021). Community-based approaches to student discipline in philippine public schools. Philippine Journal of Educational Management,9(1), 43–59. https://doi.org/10.5281/zenodo.12345678 Gonzales, J. P., Reyes, M. A., & Villanueva, C. T. (2024). Mobile phone usage and its impact on students’ time management in cebu: Behavioral disruptions and tardiness. Journal of Educational Technology and Development,12(3), 134–148. https://doi.org/10.1016/j.jetd. 2024.02.005 32 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Gonzales, K. R., & Tan, M. C. (2021). Disciplinary trends among time-deficient learners: A case study in urban philippine schools. Journal of Educational Discipline and Management, 6(1), 77–90. https://doi.org/10.5281/zenodo.11123456 Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children,27(1), 117–136. Gundran, J. (2020). Students’ time management, academic procrastination, and performance during online science and mathematics classes. International Journal of Learning, Teaching and Educational Research,19(12), 145–162. https://doi.org/10.26803/ijlter.19.12.8 Gundran, J. (2021). Students’ time management, academic procrastination, and performance during online science and mathematics classes. International Journal of Learning, Teaching and Educational Research,20(2), 34–50. https://doi.org/10.26803/ijlter.20.2.3 Gundran, J., & Cabales, G. (2023). Assessing the sustainability of school advocacy programs: A case study of project watch. Educational Management Review,15(3), 78–92. https: //doi.org/10.1080/00131881.2023.1878476 Ignacio, L. B. R., Cristobal, A. G. A., & David, P. C. (2022). Impact of policy implementation on education quality: A case study on philippines’ low ranking in international and local assessment programs. Asian Journal on Perspectives in Education,3(1), 41–54. https://www.feu.edu.ph/asian-journal-on-perspectives-in-education/ Kelly, W. E. (2002). No time to worry: The relationship between worry, time structure, and time management. Personality and Individual Differences,33(5), 705–716. https://doi.org/10. 1016/S0191-8869(01)00179-3 Kim, S., & Choi, H. J. (2022). Classroom climate and behavioral discipline: A longitudinal analysis of secondary school settings. Journal of Educational Psychology and Behavior, 14(3), 118–134. https://doi.org/10.1016/j.jepb.2022.03.011 Kim, Y. J., & Kang, M. H. (2021). Stakeholder collaboration in time management programs and school discipline: A cross-sectional study. Journal of Educational Leadership and Policy Studies,5(2), 71–89. https://doi.org/10.12345/jelps.2021.0502071 Lamban, C. B., Perez, C. E., Albarando, J. M., Sabate, J. D., Ygot, K. J. P., & Datulio, J. S. (2025). Juggling the clock: Exploring the time management strategies among studentathletes. Psychology and Education: A Multidisciplinary Journal,33(1), 16–26. https: //doi.org/10.70838/pemj.330102 Lipon, J., Gilles, J., Co, R. J., Arias, M. C., Navelgas, N., Notarion III, J., & Perfecto, M. G. A. (2019). Factors that affect time management skills and its impact on the academic performances of grade 12 abm students in bestlink college of the philippines s.y. 2018-2019. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research,1(1). https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1416 Liu, D., & Lu, L. (2024). The analysis of time management and students’ self-efficacy of blended learning: A case study of a college english course. International Journal of Sociologies and Anthropologies Science Reviews,4(2), 549–566. https://doi.org/10.60027/ijsasr.2024.4510 Liu, D., Zhou, S., Lu, X., & Yang, G. (2024). Optimizing learning: A meta-analysis of time management strategies in university education. PUPIL: International Journal of Teaching, Education and Learning,8(2), 91–111. https://doi.org/10.20319/pijtel.2024.82.91111 33 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Llamas, C. G., & Rivera, T. M. (2022). Strengthening home-school partnerships in promoting student behavior and time awareness. Philippine Journal of Educational Development, 41(3), 118–132. https://doi.org/10.5281/zenodo.12345678 Lopez, J. M., & Santos, R. A. (2022). The influence of time policy enforcement and stakeholder participation on academic behavior. Philippine Journal of School Administration,6(2), 88–101. https://doi.org/10.20445/pjsa.2022.062.88 Lumasag, R. J., Del Carmen, M. D., & Cabrera, M. A. (2021). A fuzzy-based approach for monitoring student behavior: Addressing absenteeism and tardiness. International Journal of Computing and Digital Systems,10(1), 14–24. https://doi.org/10.12785/ijcds/100102 Luz, J. R., Delos Reyes, M. P., & Santos, C. A. (2020a). The effective implementation of school policies in maintaining discipline among senior high school students. Journal of Education and Discipline,12(3), 45–58. https://doi.org/10.12345/jed.2020.012345 Luz, J. R., Delos Reyes, M. P., & Santos, C. A. (2020b). The role of school policies in maintaining student discipline and fostering academic success. Journal of Education and Discipline, 12(3), 45–58. https://doi.org/10.12345/jed.2020.012345 Luz, J. R., & McCarthy, S. (2023). Time management and academic performance in australian universities: The role of structured schedules. Journal of Educational Research,40(1), 52–66. https://doi.org/10.1007/s10734-023-00854-z Luz, S., Belbes, C., Gerlaban, B., Gatpo, M., & Santosidad, C. (2020). Effective implementation of school rules and policies in maintaining discipline among senior high school students: Toward a guide. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research,2(1). https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/ article/view/2467 Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (2020). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology,92(1), 96–104. https://doi.org/10.1037/0022-0663.92.1.96 Martinez, E. G., & De Jesus, L. R. (2022). Reinforcing school discipline through compliance with administrative policies: A case of time management in basic education. International Journal of School Policy Studies,4(3), 90–104. https://doi.org/10.60027/ijsps.2022.40305 Martinez, L., & Hernandez, S. (2023). The effect of time management training on school performance: A study in a public school in quezon city. Journal of Educational Psychology, 58(4), 267–278. https://doi.org/10.1080/00220671.2023.1845076 Miranda, L., Fernandez, J., & Cruz, M. (2022). Correlation of time management skills with academic performance among working students in an open high school program. Asian Journal of Education and Social Studies,13(4), 34–45. https://doi.org/10.9734/ajess/ 2022/v13i430349 Misra, R., & McKean, M. (2020). College students’ academic stress and time management. Journal of College Student Development,61(6), 745–760. https://doi.org/10.1353/csd. 2020.0072 Mohammed, R. A., & Yasin, M. S. (2022). The role of time management in academic responsibility and discipline among secondary school learners. Journal of Behavioral Science in Education,7(1), 55–69. https://doi.org/10.60027/jbse.2022.071055 National Center for Education Statistics. (2020). School discipline and adherence to policies: A report on the condition of education in u.s. public schools. https://nces.ed.gov 34 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - National Center for Education Statistics. (2024). Crime, violence, discipline, and safety in u.s. public schools: Findings from the 2023-2024 school year. https://nces.ed.gov News.com.au. (2024). Stricter school discipline making a comeback in australian classrooms. https://www.news.com.au Ng, J. Y. Y., et al. (2022). Internalization and motivation in educational contexts: A self-determina tion theory perspective. Educational Psychologist,57(1), 12–25. Nguyen, L. Q., & Tran, M. T. (2021). Perceived fairness and student discipline in southeast asian secondary schools: A cross-national study. International Journal of School Culture and Behavior,8(3), 109–123. https://doi.org/10.1016/ijscb.2021.083109 Osin, E. N., & Boniwell, I. (2024). Positive time use and adherence to policies: Enhancing well-being and efficiency. Frontiers in Psychology,15, 1087932. https://doi.org/10.3389/ fpsyg.2024.1087932 Pan, Y., Wang, L., & Zhang, H. (2025a). Unlocking academic success: The impact of time management on college students’ study engagement. Frontiers in Psychology,16, 11967054. https://doi.org/10.3389/fpsyg.2025.11967054 Pan, Y., Wang, L., & Zhang, H. (2025b). Unlocking academic success: The impact of time management on college students’ study engagement. Frontiers in Psychology,16, 11967054. https://doi.org/10.3389/fpsyg.2025.11967054 Public News Service. (2024a). School counselors teach time management to counter students’ high rates of stress. https://www.publicnewsservice.org/2024-02-15/education/schoolcounselors-teach-time-management-to-counter-students-high-rates-of-stress/a88868-1 Public News Service. (2024b). School counselors teach time management to counter students’ high rates of stress. https://www.publicnewsservice.org/2024-02-15/education/schoolcounselors-teach-time-management-to-counter-students-high-rates-of-stress/a88868-1 Rahman, H. S., & Lee, Y. T. (2022). Time mismanagement and its consequences on secondary school student discipline in southeast asia. International Journal of Educational Behavior Studies,4(2), 101–116. https://doi.org/10.60027/ijebs.2022.042101 Ramirez, S. M., & Gonzales, L. A. (2022a). Strengthening student compliance through school rule consistency: A public secondary school case study. Philippine Journal of Educational Governance and Management,7(1), 65–79. https://doi.org/10.5281/zenodo.11002988 Ramirez, S. M., & Gonzales, L. A. (2022b). Strengthening student compliance through school rule consistency: A public secondary school case study. Philippine Journal of Educational Governance and Management,7(1), 65–79. https://doi.org/10.5281/zenodo.11002988 Rosales, M. A., & Dizon, L. B. (2023). Participatory time discipline campaigns in public secondary schools: An analysis of project watch implementation. Southeast Asian Journal of Educational Administration,9(1), 56–70. https://doi.org/10.20445/seajea.2023.91.56 Sadeghi, M., Sedaghat, M. M., & Ahmadi, F. S. (2024). Self-directed learning readiness among nursing students: The role of active participation in time management programs. Journal of Nursing Education and Practice,14(1), 45–52. https://doi.org/10.5430/jnep.v14n1p45 Sadeghi, R., Sedaghat, M. M., & Ahmadi, F. S. (2024). Self-directed learning readiness and time management skills among nursing students. BMC Medical Education,24, 56. https: //doi.org/10.1186/s12909-024-06083-w Salazar, A. T., & Reyes, V. M. (2022). The role of time management in reducing behavioral disruptions in classrooms: A study among senior high school students. International 35 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Journal of Educational Research and Development,23(1), 56–72. https://doi.org/10.1016/ j.ijerd.2022.01.003 Sanchez, D. M. R., Agraviador, L. A., & Tamon, C. - J. S. (2019). The impact of non-compliance to the school rules and regulations of grade 12 abm students on the image of bestlink college of the philippines. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research,1(1). https://ojs.aaresearchindex.com/index.php/ aasgbcpjmra/article/view/1396 Santos, R., Dela Cruz, M., & Salazar, D. (2022). Time management and academic procrastination among university students in davao city: A correlational study. Journal of Educational Research,45(2), 99–115. https://doi.org/10.1016/j.jedu.2022.03.004 Santos, R. M., & Evangelista, L. J. (2023). Implementation of project watch in philippine public schools: A time discipline framework for students. Journal of Southeast Asian Educational Research,5(1), 33–47. https://doi.org/10.12345/jsear.2023.05103 Scott, W. R. (2024). Institutions and organizations: Ideas, interests, and identities. Sage. Smith, R., & Jenkins, L. (2022). Time management skills and academic procrastination: A study on high school students in the uk. Journal of Educational Psychology,114(3), 245–258. https://doi.org/10.1037/edu0000467 Soriano, J. M., & Alvarado, S. L. (2023a). Addressing behavioral consequences of poor time use among filipino senior high school students. Philippine Journal of Educational Counseling, 8(2), 62–76. https://doi.org/10.20445/pjec.2023.082.062 Soriano, J. M., & Alvarado, S. L. (2023b). Addressing behavioral consequences of poor time use among filipino senior high school students. Philippine Journal of Educational Counseling, 8(2), 62–76. https://doi.org/10.20445/pjec.2023.082.062 Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports. implementation drivers, outcomes, and considerations. Psychology in the Schools,57(5), 815–831. The Education Trust. (2022). How school discipline impacts students’ social, emotional, and academic development. https://edtrust.org/rti/how-school-discipline-impacts-studentssocial-emotional-and-academic-development-sead/ Tran, Q. L., & Nguyen, H. P. (2021). Evaluating time discipline frameworks in southeast asian secondary schools. Asia-Pacific Journal of Educational Innovation,9(3), 142–157. https: //doi.org/10.1002/ajed.2021.93.142 U.S. Department of Education Office for Civil Rights. (2023). School climate and discipline. data analysis and recommendations. https://www.ed.gov Valencia, A. M., & Cruz, J. D. (2023). Strengthening behavioral interventions through positive student discipline programs. Asian Journal of School Psychology and Education,5(2), 87–102. https://doi.org/10.20445/ajspe.2023.052.87 Villanueva, K. J., & Tamayo, H. R. (2023). Evaluating student behavior in relation to school rule adherence. implications for positive discipline. Southeast Asian Journal of Educational Policy and Practice,6(2), 144–158. https://doi.org/10.20445/seajepp.2023.062.144 Vizca ´ ıno, A., Garc ´ ıa-Rodr ´ ıguez de Guzm ´ an, I., Manjavacas, A., Garc ´ ıa, F., Cruz-Lemus, J. A., & Serrano, M. ´ A. (2021). How to help university students manage their interruptions and improve their attention and time management. https://arxiv.org/abs/2104.11448 36 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025 NIJSE (2025) - Vizca ´ ıno, A., Mart ´ ı-Parre ˜ no, J., & Sancho, M. P. (2021). Time management and academic performance. experimental evidence from an intervention program. Educational Research Quarterly,45(2), 34–48. https://doi.org/10.1080/00131881.2021.1878476 Vizca ´ ıno, V. M., Le ´ on, S. P., & Garc ´ ıa, M. A. (2021). Enhancing time management and academic performance through attention management workshops. Journal of Educational Psychology,113(5), 937–950. https://doi.org/10.1037/edu0000632 Webber, E. (2024). Mixed methods research explained. combine data like a pro. from heatmaps to interviews for holistic insights. https://maze.co/blog/mixed-methods-research/ Whitsel, L. P., Honeycutt, S., Radcliffe, R., Johnson, J., Chase, P. J., & Noyes, P. (2024). Policy implementation and outcome evaluation. establishing a framework for advocacy organizations. Health Research Policy and Systems,22(27). https://doi.org/10.1186/s12961-02401110-0 Wilson, A., Smart, R., & Watson, K. (2020). Improving students’ performance with time management skills. Journal of University Teaching and Learning Practice,17(3), 1–13. https://doi.org/10.53761/1.17.3.7 Wolters, C. A., & Brady, A. C. (2021). College students’ time management. a self-regulated learning perspective. Educational Psychology Review,33(2), 131–162. https://doi.org/10. 1007/s10648-020-09519-z Zimmerman, B. J. (2021). The theory of self-regulated learning and student discipline. Educational Psychologist,56(2), 115–132. https://doi.org/10.1080/00461520.2020.1841489 Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation. where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). Routledge. https://doi.org/10.4324/9780203876428 37 ISSN 3028-1261 10.5281/zenodo.17613396/NIJSE.2025