Incorporating time demands into studies of principal time use

ABSTRACT

For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved and researchers have adapted methodologies to improve measurement and analyses of principal time use. Despite these developments, the predominant model of principal time use applied by researchers has remained unchanged. Most principal time use research relies on a premise that a perpetual supply of demands requires principals to make choices about how to allocate their limited time. By focusing on the time demands of principals, we identify limitations of the common model and propose alternatives. We then demonstrate how researchers could apply these models to enhance the study of principal time use, as well as discuss considerations for policy and preparation of principals.

KEYWORDS:

• Leadership
• management
• school improvement
• school effectiveness
• principals

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Craig Hochbein

Craig Hochbein is an Associate Professor in the Educational Leadership Program at the Lehigh University College of Education. Dr. Hochbein’s research examines the declining academic achievement, the effectiveness of policies intended to improve school performance, and how school leader time use contributes to educational outcomes.

Coby Meyers

Coby Meyers is chief of Research of the Darden/Curry Partnership for Leaders in Education (PLE) and Associate Professor at the University of Virginia. Dr. Meyers’ research focuses on understanding the role of school system leadership, especially in the context of improving the nation’s lowest-performing schools.