83 research outputs found
How school principals use their time. implications for school improvement, administration and leadership
No full textPresenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America.
This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.https://www.taylorfrancis.com/books/edit/10.4324/9780429327902/school-principals-use-time-moosung-lee-katina-pollock-pierre-tulowitzk
Exploring how school principals use their time - Introduction
No full textBackground and purpose of the book.In August 2016 we hosted a research conference on Cross-National Exploration of Principals’ Time Use, funded by the American Educational Research Association (AERA). Thirty-two leading researchers on school leadership from ten different countries, covering regions such as Africa, Asia, Middle East, Europe, Oceania, and North America, participated in the conference. The researchers presented and discussed their cutting-edge studies aligned to the conference theme. This edited volume is a major outcome of the AERA-funded conference. This volume aims to deepen our understanding of principal time use from an international perspective and thereby to advance current knowledge of principal leadership across different countries. Specifically, the edited book aims to (1) document common or particular patterns and effects of principal time use across countries, (2) identify common or major causes that shape principal time use across countries, (3) contribute to theorizing the under-researched area of principal time use, and (4) develop a framework of data collection and related analytical tools of principal time use that can be applied to contexts of different countries. Despite a large body of literature on principal leadership, research focusing on “principal time use” is limited, and a handful of empirical studies exist (see Chapter 1 for details). This relative dearth of studies is surprising given that principal time use is a useful indicator of principal leadership; clearly, principals should spend more time on what is most important for school improvement
Out-of-time managers? Educational leaders’ use of time in Switzerland
No full textAlthough school leadership is a relatively young topic in the Swiss context, there has been rapid development toward conceptualizing principalship as its own profession. Swiss school principals have their own dedicated qualification, their own professional status, and their own professional association that has some political leverage. They are confronted with demands and expectations to not only administer and manage but also to lead. Furthermore, they come from a tradition in which pedagogical and administrative matters were considered central elements of school management. Finally, there are indications that principalship in Switzerland today is marked by urgency and a multitude of responsibilities. How do principals manage their work time in such a demanding context? This chapter first lays out the context by delving into the Swiss educational system as well as educational leadership in practice and research in Switzerland. Next, data on the time use of principals in the French-speaking part of Switzerland is presented. Finally, these results are put discussed vis-à-vis their implications for professional development as well as future researc
TPS E-newsletter
No full textThis month's TPS newsletter discusses the following: the departure of Ai-Ri Chung from the department; review of departmental changes related to ethical reviews and departmental communications; listing of upcoming events, workshops and Mentor news; notice of new book by Michael Skolnik; acknowledgement of Katina Pollock and Sonia Ben Jaafar for the David L. Clark National Graduate Student Research Seminar
Principals' time use as a research area:Notes on theoretical perspectives, leadership domains, and future directions
No full textPrincipal leadership behaviors and practices have interested researchers of educational leadership and administration for nearly 50 years (e.g., Bridges, 1967; Camburn, Spillane, & Sebastian, 2010; Day, Sammons, Leithwood, Hopkins, Harris, Gu, & Brown, 2010; Dwyer, Lee, Rowan, & Bossert, 1983; Eberts & Stone, 1988; Hemphill, Richards, & Peterson, 1965; Horng, Klasik, & Loeb, 2010; Kmetz & Willower, 1982; Martinko & Gardner, 1990; Martin & Willower, 1981; Peterson, 1977; Wolcott, 1973). Within this context, a line of research on how principals use their time in school has also emerged over the last four decades in particular (e.g., Chung & Miskel, 1989; Goldring, Huff, May, & Camburn, 2008; Grissom, Leob, & Master, 2013; Horng et al., 2010; Kmetz & Willower, 1982; Lee & Hallinger, 2012; Martin & Willower, 1981; Martinko & Gardner, 1990; May & Supovitz, 2011; Shin & Slater, 2010; Spillane & Hunt, 2010; Ten Bruggencate & Luyten, 2010; Wolcott, 1973), although early research on principal time use can be traced further back to the early 20th century (see Hochbein et al.’s chapter in this book)
School business leaders and principal time use in England
No full textThis chapter explores principal time use in England by examining the growing noneducational aspects and features of school leadership and management in this context. The primary focus of this chapter is a relatively new role within the educational workforce, that of the school business leader (SBL). Drawing on empirical research, this chapter offers some reflections on the impact and influence of a role that emerged in response to the growing volume of organizational management responsibility associated with the school principal role. The chapter concludes by using the concepts of leadership distribution and values conflict to consider the extent to which SBLs have successfully changed how principals use their time
Principals' direct interaction with individual students:A missing piece in principal leadership research
No full textOver the last three decades, school leadership research exploring principals’ effects on student learning outcomes clearly indicates that principal leadership is the second most significant in-school factor shaping student learning outcomes (see Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Heck & Hallinger, 2009; Leithwood & Louis, 2012; Robinson, Lloyd, & Rowe, 2008; Scheernes, 2012). Prior studies also suggest that principals’ effects on student learning are indirect (Hallinger & Heck, 1996) suggesting that principals affect student learning outcomes by influencing teaching practices such as instruction, curriculum development, and collaboration. The indirect model of principals’ effects on student learning has not only been empirically demonstrated by accumulated studies, but it also makes sense conceptually, given that principals rarely teach students in classroom settings
School business leaders and principal time use in England
No full textThis chapter explores principal time use in England by examining the growing noneducational aspects and features of school leadership and management in this context. The primary focus of this chapter is a relatively new role within the educational workforce, that of the school business leader (SBL). Drawing on empirical research, this chapter offers some reflections on the impact and influence of a role that emerged in response to the growing volume of organizational management responsibility associated with the school principal role. The chapter concludes by using the concepts of leadership distribution and values conflict to consider the extent to which SBLs have successfully changed how principals use their time
Policy as Outcome: Inequities Generated from Unintended Policy Outcomes
No full textIntended and unintended outcomes of economic, political, and educational policy can create employment arrangements and work environments that limit opportunities for career advancement, professional development, and employment equity for certain groups of teachers. This paper, written from a critical lens, attempts to demonstrate how national and local policy outcomes in England have negatively impacted some educators who worked for Teacher Recruitment Agencies (TRAs) in the 1990s. In conclusion, the collective impact of policy outcomes for recruitment agency teachers has resulted in: a lack of control over workplace environment in schools that require extensive supports, financial arrangements that result in limited pay, no benefits, government legislation which results in poor union representation and limited legal recourse, and agency policies which discourage stability and commitment.
Les résultats intentionnés ou non-intentionnés des politiques sur l’économie, la politique soi-même ou l’enseignement peuvent créer des arrangements d’emploi et des milieux de travail qui limitent les possibilités d’avancement pour certains groupes d’enseignant(e)s dans leurs carrières, de développement professionnel, et d’ égalité dans leurs emplois. Cet article, écrit sous une optique critique, essaie de démontrer comment les résultats de la politique nationale et locale en Angleterre ont une influence négative sur quelques éducateurs and éducatrices qui travaillaient pour les agences de recrutement des enseignants (TRA) pendant les années 1990-1999. En conclusion, l’effet collectif des résultats de ces politiques des agents de recrutement des enseignants a contribué à: un manque de contrôle des milieux de travail dans les écoles qui exigent un soutien extensif, des arrangements financiers qui aboutissent aux salaires limités, sans bénéfice, une législation gouvernementale qui introduit une pauvre représentation syndicale et des limitations aux recours légaux, et enfin des politiques des agences qui encouragent ni stabilité, ni engagement
- …
