390
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Principals’ time allocation in the context of Shanghai school administration

ORCID Icon
Pages 454-471 | Received 15 Nov 2018, Accepted 20 Dec 2020, Published online: 11 Jan 2021

References

  • Bellibas, M.S., Bulut, O., Hallinger, P., & Wang, W. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75(1), 115–133.
  • Britton, B.K., & Glynn, S.M. (1989). Mental management and creativity: A cognitive model of time management for intellectual productivity. In J.A. Glover, R.R. Ronning, & C.R. Reynolds (Eds.), Handbook of creativity (pp. 429–440). New York: Plenum Press.
  • Eacott, S. (2020). The principals’ workday: A relational analysis. International Journal of Leadership in Education, 1–14. doi:10.1080/13603124.2020.1725645
  • Enders, C.K., & Gottschall, A.C. (2011). Multiple imputation strategies for multiple group structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 18(1), 35–54.
  • Fromm, G., Hallinger, P., Volante, P., & Wang, W.C. (2017). Validating a Spanish version of the PIMRS: Application in national and cross-national research on instructional leadership. Educational Management Administration & Leadership, 45(3), 419–444.
  • Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass.
  • Goldring, E., Huff, J., May, H., & Camburn, E. (2008). School context and individual characteristics: What influences principal practice? Journal of Educational Administration, 46(3), 332–352.
  • Grissom, J., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091–1123.
  • Grissom, J., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444.
  • Grissom, J., Loeb, S., & Mitani, H. (2015). Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773–793.
  • Guarino, C.M., Santibanez, L., & Daley, G.A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.
  • Hair, J.F., Hult, G.T.M., Ringle, C.M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks: Sage.
  • Hallinger, P. (2016). Bringing context out of the shadows of leadership. Educational Management, Administration and Leadership, 46(1), 5–24.
  • Hallinger, P., & Murphy, J.F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5–21.
  • Hallinger, P., & Truong, T.D. (2014). Exploring the contours of context and leadership effectiveness in Vietnam. Leading and Managing, 20(2), 43–59.
  • Horng, E., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education, 116(4), 491–523.
  • House, R.J., Hanges, P.J., Javidan, M., Dorfman, P.W., & Gupta, V. (2004). Culture, leadership and organizatins: The global study of 62 societies. Thousand Oaks, CA: Sage.
  • Huang, T., Hochbein, C., & Simons, J. (2018). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management, Administration, and Leadership. doi:10.1177/1741143218802595
  • Lee, M., & Hallinger, P. (2012). National contexts influencing principals’ time use and allocation: Economic development, societal culture, and educational system. School Effectiveness and School Improvement, 23(4), 461–482.
  • Leithwood, K., & Azah, V.N. (2014). Secondary principals’ and vice-principals’ workload studies: Final report. Retrieved from http://www.docin.com/p-1458956011.html
  • Lortie, D., Crow, G., & Prolman, S. (1983). Elementary principals in suburbia: An occupational and organizational study. Washing, DC: National Institute of Education.
  • Ning, B..(2014). A cross-country study of school climate in relation with student reading achievement. PhD Thesis. KU Leuven, Belgium.
  • Ning, B. (2017). 校长的日常工作时间分配: 国际差异, 个体倾向性以及对策建议 (Principals' daily work time allocation: international differences, individual tendencies and policy suggestions). Chinese Education Journal, 286, 12–19.
  • Organisation for Economic Co-operation and Development (2015). Shanghai (China) – Country note. Results from TALIS 2013–2014. Retrieved from http://www.oecd.org/edu/school/TALIS-2014-country-note-Shanghai.pdf
  • Organisation for Economic Co-operation and Development. (2016a). School leadership for learning: Insights from TALIS 2013. Paris: Author.
  • Organisation for Economic Co-operation and Development. (2016b). TALIS 2013 results: An international perspective on teaching and learning. Paris: Author.
  • Pollock, K., Wang, F., & Hauseman, D.C. (2015). Complexity and volume: An inquiry into factors that drive principals’ work. Societies, 5(2), 537–565.
  • Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educatinal Administration Quarterly, 44(5), 635–674.
  • Sebastian, J., Camburn, E.M., & Spillane, J.P. (2018). Portraits of principal practice: Time allocation and school principal work. Educational Administration Quarterly, 54(1), 47–84.
  • Somech, A., & Wenderow, M. (2006). The impact of participative and directive leadership on teachers’ performance: The intervening effects of job structuring, decision domain, and leader-member exchange. Educational Administration Quarterly, 42(5), 746–772.
  • Spillane, J.P., Camburn, E.M., & Pareja, A.S. (2007). Taking a distributed perspective to the school principal’s workday. Leadership and Policy in Schools, 6(1), 103–125.
  • Spillane, J.P., & Hunt, B.R. (2010). Days of their lives: A mixed-methods, descriptive analysis of the men and women at work in the principal’s office. Journal of Curriculum Studies, 42(3), 293–331.
  • TALIS Shanghai Management Team (2017). Professionalism and excellence: A brief report of the Teaching and Learning International Survey 2015 in Shanghai. Shanghai, China: Shanghai Educational Publishing House.
  • Walker, A., & Dimmock, C. (2002). Moving school leadership beyond its narrow boundaries: Developing a cross-cultural approach. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 167–204). Dordrecht, the Netherlands: Kluwer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.