Principal 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).
|Title of host publication||How School Principals Use Their Time|
|Subtitle of host publication||Implications for School Improvement, Administration and Leadership|
|Editors||Moosung Lee, Katina Pollock, Pierre Tulowitzki|
|Place of Publication||United Kingdom|
|Publisher||Taylor & Francis|
|Number of pages||13|
|Publication status||Published - 2 May 2021|