Abstract

This study examined the relationship between part-time employment and the academic performance of senior high school students. Guided by Macan’s Time Management Theory, it considered time management, skill development, class attendance, and the challenges experienced by working students. A survey of 30 respondents informed an action plan intended to help students balance work and school responsibilities, manage stress, and maintain their academic performance. A descriptive-quantitative design was used with 30 purposively selected senior high school students from Bestlink College of the Philippines. A survey questionnaire gathered information on academic performance, time management, skill development, class attendance, and well-being. Data were summarized using frequency, percentage, ranking, mean, and Likert-scale interpretation. Respondents reported that part-time employment created time-management difficulties, particularly in meeting deadlines, but also helped them develop adaptability, responsibility, independence, communication skills, and confidence. Most students reported that they were generally able to submit requirements on time. The Results section did not provide numerical values or an inferential analysis establishing an effect on academic performance. Most respondents were female and aged 18–19 years. Afternoon shifts were common, and frequently reported jobs included tutor, cashier, online worker, and student assistant. The findings indicate that working students experience both practical benefits and academic pressures. Because the study was descriptive and based on self-reports, statements that part-time work significantly improved academic performance are not supported. The proposed action plan may focus on time management, academic support, and work–study balance.