This study sought to examine how time management skills would impact the self-efficacy of Teacher Leaders working in a teacher-led school model. The participants of the four-week study were three Teacher Leaders from two teacher-led primary Montessori schools in an urban area. The Teacher Leaders incorporated time management skills including time analysis, establishing goals, prioritization, and planning/scheduling.Data was collected on Teacher Leader productivity, distribution of time among teaching and administrative roles, self-efficacy, and time management behavior through pre- and post- questionnaires, daily to-do lists, and daily activity logs. The study concluded that although the results were not statistically significant, two out of three Teacher Leader’s productivity, time management behavior, and self-efficacy did improve over the course of the study. Further research is needed to determine how these time management skills impact Teacher Leader’s experienced stress, perceived productivity, and to further investigate how Teacher Leaders’ distribution of time among teaching and administrative roles impacts stress and self-efficacy
