Abstract:

In the present study, university teachers (N = 300) provided information at Time Management Behavior Scale (Macan, Shahani, Dipboye, & Philips, 1990), Perceived Control of Time at Work Scale (Claessens, van Eerde, Rutte, & Roe, 2012), Short Warwick Edinburg Mental Well-being Scale (Warwick Edinburg University, 2006), Stress subscale of Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995) Job Satisfaction Scale (Guimaraes & Igbaria, 1992), In Role Job Performance Scale (Williams & Anderson, 1991) and Role Overload Scale (Cooper et al., 2001). The findings confirmed that time management behavior enhances well-being, reduces stress, increases job satisfaction and performance whereas diminishes work overload. The most important findings are related to the hypothesis tested for the confirmation of the Process Model of Time Management. The most important contribution of this research rests in the fact that time management behavior has association with personal and professional aspects of the teachers. The study based on Process Model of Time Management, has highlighted the importance of time management behavior for academia.

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