This research explored how time management behaviour mediates the connection between teachers workloads and their performance, focusing on public elementary school educators in the Sariaya West District of Quezon during the 2024–2025 academic year. A quantitative correlational approach was employed, involving a sample of 150 teachers selected through stratified random sampling methods. The study specifically examined the teachers workload in terms of teaching-related tasks, administrative tasks, co-curricular responsibilities, and intensity of work their time management behaviour across self-control, self-knowledge, decision-making, and goal-setting and prioritization and their performance in terms of training, work motivation, instructional competence, classroom leadership, and self-efficacy. Results revealed that teachers perceived their workload to be high and their time management behaviour and performance to be very satisfactory. The researcher found significant positive relationships between workload and time management behaviour, time management behaviour and teacher performance, and workload and performance. Additionally, the way individuals manage their time played a crucial mediating role in the connection between workload and performance. Based on the findings, it is recommended that school leaders provide targeted programs to enhance teachers time management skills and review workload distribution to ensure optimal performance without burnout.        

teachers' workload

time management behaviour

teachers' performance

mediating variable

elementary eduaction