On Efficiency of Time Management for School Leaders with Fuzzy Data - Innovative Management in Information and Production - page 274

to time, and time is an important resource for implementing education in schools
(Chien-Min, Kao). If time is managed and used properly, it creates a sense of
personal achievement. How to effectively use time and improve its quality is an
issue that we, as modern people, must work to achieve. A principal's control and
planning of overall time in a school affects the success or failure of educational goal
achievement. Therefore, understanding, appropriately implementing, and planning
time are important issues about management in the field of education; it is also
a necessary skill or type of wisdom that principals should possess to enhance
performance of school. Slezak ( 1984 ) found that almost all principals admit to
wasting at least 25 % of their time. When reviewing the time they spent, it was
clear that their time could have been used more effectively. Because principals have
to control both performance and principle and are constantly devoting time to a
plethora of people and tasks in the workplace, it then becomes even more important
to understand issues of time management for principals in the face of postmodern
school management.
Famous in the time management field, Peter Drucker one stated that time is the
scarcest resource, and unless it is managed, nothing else can be managed. Every
school is given a principle to manage the affairs of the entire school. In Linda
( 2004 ), a study on leaders, one school day was divided into the following portions:
(1) Appropriately performing internal leadership functions for teaching and admin-
istration. (2) Appropriately performing external public relations functions as well
as joining the work of professional communities of principals. (3) Other routine
tasks, including administrative leadership regarding the authorization of official
documents, handling correspondences, reviewing budgetary uses, verifying expen-
ditures, holding meetings, participating in various types of gatherings and activities,
constructing projects and equipment purchasing requiring various funds, overseeing
and testing construction projects, student counseling and disciplinary measures, and
fostering a friendly campus environment. In addition, Sergiovanni ( 1984 )showed
that there are nine types of school activities, including project development, human
resources, school management, participating in student management, interaction
with the department of education, interaction with the community, planning,
conducting professional development, and handling student behavior. There may
also be crises that have to be dealt with when previously hidden and unknown
dangers occur in schools, such as the crisis response or crisis coping described
by Mackenzie ( 1972 ). Therefore, we identified the affairs that must be handled
by principals daily, and divided them into the following five categories: teaching
courses, administrative tasks, public relations development, crisis management, and
miscellaneous affairs. We used these categories to investigate the time-management
differences among principals.
Traditional opinion survey methods ask the public to make single choices
regarding issues. This use of a dualistic logic thinking model is an inhuman method
by which to process human thought-related issues. This is because if we express
agreement with an issue, dualistic logic dictates that we should completely disagree
with other issues. The attitudes and thoughts of the average person, however, are
not as clearly defined as yes or no. Furthermore, there may be other thoughts