Mediating Effect of Time Management Practices on the Relationship Between Laboratory Environment and Teacher Readiness on Hands-on Science Instruction

AUTHOR(S)

VERLYN B. AUDITOR ROEL A. SINFUEGO, PhD

ABSTRACT

—— Low readiness on hands-on science instruction remains an escalating concern. This study employed a predictive research design and mediation analysis to validate the mediating effect of time management practices on the correlation between the science laboratory environment and teacher readiness. Data from 155 elementary science teachers, gathered via total enumeration, revealed that the mediation is moderate (46.67%) yet significant, affirming the General Systems Theory. To account for the remaining 53.33% of the variance in the mediation’s strength, future research should explore qualitative approaches to identify other potential mediators. Consequently, school leaders are encouraged to pair laboratory improvements with capacity-building training on effective time management to maximize teacher readiness in implementing hands-on science instruction. Keywords: Mediating effect of time management practices, laboratory environment, teacher readiness, hands-on science instruction