Stories of students on balancing time between Academics and extracurricular activities in private schools of Kathmandu.

Abstract

This dissertation examines the experiences of students in Kathmandu, focusing on their efforts to improve academically and participate in extracurricular activities in private schools. Holistic education can produce skills in social life, academic success, and self-esteem, but may also lead to stress and excessive schedules. The overall research question of this study will be: "How do students narrate their time of balancing between academics and extra-curricular activities? Through a qualitative narrative inquiry approach, the researcher conducted in depth interviews with five Grade 11 and Grade 12 students from private schools in Kathmandu who are actively involved in extracurricular activities and performing well in their studies. The thematic analysis of the stories encompasses the actual life experiences of the participants, leading to the identification of trends in their time management. The levels have shown that students employ various techniques, such as planning effectively, setting clear objectives, and making adjustments in response to changing needs. However, in the process of these endeavors, they are most frequently confronted with the challenge of being overwhelmed, experiencing burnout, and having to meet time demands on multiple fronts. A significant observation here is that they are highly dependent on the support system, which includes families, teachers, peers, and others, to stay informed about the stressors, in addition to their efforts to do their best. Another third-stage, deep-rooted cultural approach to time, which the analysis identifies, is where time is not just a personal possession, but a community based one. This perception is rooted in the Eastern philosophies of Taoism and Confucianism, and is also reflected in the collective work of students in managing their commitments. The dissertation builds on existing theories of transformational leadership to help comprehend how both adult and student leaders can affect the level of support among peers and the management of time in schools. Conclusively, this paper maintains that proper time management is not usually an individual aptitude. Most of the time, people consider time management within a complex grid of their desires, positive social interactions, and a cultural context particular to a competitive educational setting. Indeed, the results suggested that awareness of and willingness to disengage from selected engagements are vital to counteract burnout effects. Moreover, the research argued that schools can also develop systems of integral support for student well-being while promoting balanced engagement rather than constant competing engagement.