Presenting 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.
Table of Contents
Introduction- Exploring How School Principals Use their Time, Moosung Lee, Katina Pollock, & Pierre Tulowitzki
PART ONE-Theoretical Perspectives and Methodological Issues
1.Principal Time Use as a Research Area: Notes on Theoretical Perspectives, Leadership Domains, and Future Directions Moosung Lee 2. Measurement Assumptions in Principals’ Time-Use Research: Past Problems and Needed Studies Brian Rowan 3. A Framework for Evaluating and Choosing Principal Time Use Measurement Strategies Eric Camburn & James Sebastian 4. Identifying Research Opportunities from the Methodological History of Principal Time Use Studies, Craig Hochbein, Abby Mahone, & Sara Vanderbeck 5. Principals’ Direct Interaction with Individual Students: A Missing Piece in Principal Leadership Research, Moosung Lee, Allan Walker & Geoff Riordan
PART TWO-Principal Time Use in Western Contexts
6.How Principals Use Their Time in Ontario, Canada, Katina Pollock & Fei Wang 7. Managing Time? Principal Supervisors’ Time Use to Support Principals, Laura Rogers, Ellen Goldring, Mollie Rubin, Michael Neel & Jason Grissom 8. How Successful School Principals Balance their Leadership and Management Roles to Make a Difference, Lawrie Drysdale, David Gurr & Helen Goode 9. "Wasting Time Talking to Students and Parents": Neoliberal Efficiency Myths about Principal Discretionary Time Use in Australia, Philip Riley 10. School Business Leaders and Principal Time Use in England Paul Armstrong 11. Out-of-Time Managers? Educational Leaders’ Use of Time in Switzerland, Pierre Tulowitzki & Laetitia Progin
PART THREE-Principal Time Use in Asia and Africa
12.South African School Principals’ Use of Time: Learning From a Qualitative Study Vitallis Chikoko & Pinkie Mthembu. 13. Policy Context and Time Use of Primary School Head Teachers in Kenya: Evidence from the Snapshot of School Management Effectiveness (SSME) Survey, Peter Moyi. 14. Emotional Workload and Time-Use in Principalship: Insights from Israeli Educational Leaders, Izhar oplatka
Moosung Lee is a Centenary Professor at the University of Canberra in Australia. He also holds professorship at Yonsei University in South Korea. Prior to joining the University of Canberra, he held appointments as associate professor and founding Deputy Director of the Education Policy Unit at the University of Hong Kong. His research areas are educational leadership and administration, social contexts of education, and comparative education. He received the American Educational Research Association’s Emerging Scholar Award (Division A—Administration, Organization, and Leadership). He was also chosen as a recipient for the University of Canberra Research Excellence Award in Social Sciences. He currently serves as Senior Associate Editor of the Journal of Educational Administration.
Katina Pollock is associate professor of Educational Leadership and Policy in the field of Critical Policy, Equity, and Leadership Studies at the Faculty of Education, Western University. The overall goal of Dr. Pollock’s research agenda is to support and improve public education systems; to this effect, her research focuses on supporting school leaders. Specifically, she concentrates on school leaders’ work intensification and well-being, policy development and implementation, and knowledge mobilization. Her research with colleagues has been supported by federal granting agencies, provincial governments, and professional associations. Her current Federal Grants focus on secondary school principals’ work intensification (with Dr. Fei Wang) (2016–2023) and the relationship between policy and principals’ work (with Dr. Laura Pinto and Dr. Sue Winton) (2015–2023).
Pierre Tulowitzki is a professor of Educational Management and School Improvement at the FHNW University of Applied Sciences and Arts Northwestern Switzerland. In addition, he is a member of the Institute for Educational Sciences at the University of Basel. His research interests revolve around educational leadership, school improvement and networks in education. Pierre serves as the Link Convenor for the EERA Educational Leadership Network and as a Board Member of the International Congress for School Effectiveness and School Improvement (ICSEI).