Prepared for N. B. Sobirova Bukhara State University Prepared by

Table 10: Factors affecting teachers‟ instructional time…………...…….….18
Table 11: Teachers‟ preferred patterns of interaction ………………...……19
Table 12: Teachers‟ views about the effect of learners‟ differences on time management..........................................................................................................19
Table 13: Teachers‟ suggestions to save instructional time…………………20

List of Charts
Chart 1: Teachers‟ gender………………...…………...………………………..................………...13
Chart 2: Teachers‟ work experience ………………………………...…..…..13
Chart 3: Teachers‟ training experience……………………..………...……...14
Chart 4: Teachers‟ lesson planning…………………………………......……14
Chart 5: Teachers‟ setting of learning objectives………….………..……..…15
Chart 6: Teachers‟ respect for the timing set in the lesson plan...……..……15
Chart 7: Teachers‟ ability to complete their lessons……………...………..…16
Chart 8: Teachers‟ tendency to give homework………………....……..……..16
Chart 9: Teachers‟ views about the time devoted to 1st year EFL instruction..............................................................................................................17
Chart 10: Factors affecting teachers‟ instructional time..…..……........….….18
Chart 11: Teachers‟ preferred patterns of interaction ……………...….……19
Chart 12: Teachers‟ views about the effect of learners‟ differences on time management...........................................................................................................20
Chart 13: Teachers‟ suggestions to save instructional time…………………20


Abstract
Teachers always seem in constant competition with the limited time given for instruction. Hence, time management is the ultimate skill that teachers should acquire in order to ensure effective instructional experience and deliver high quality education. The aim behind the present study is to investigate the main factors and issues which negatively affect EFL teachers’ time management process during instruction. This research is particularly conducted with 1styear secondary school classes to explore the methods and techniques EFL teachers can use in order to ensure maximum use of the limited time and develop students‟ basic language skills. To reach such an aim, data were collected both quantitatively and qualitatively through questionnaires administered to secondary school EFL teachers and classroom observation. The main findings of this research have revealed that poor lesson planning, ineffective classroom management, large classes, as well as the overloaded language syllabus are the main factors that negatively affect EFL teachers‟ instructional time management process. On the basis of these findings, some significant recommendations including careful lesson planning and establishing a well-disciplined classroom environment have been provided in order to help teachers optimize their instructional performance and enhance students’ achievement.