Principals' time use as a research area: Notes on theoretical perspectives, leadership domains, and future directions

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Abstract

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).
Original languageEnglish
Title of host publicationHow School Principals Use Their Time
Subtitle of host publicationImplications for School Improvement, Administration and Leadership
EditorsMoosung Lee, Katina Pollock, Pierre Tulowitzki
Place of PublicationUnited Kingdom
PublisherTaylor & Francis
Pages9-21
Number of pages13
ISBN (Electronic)9781000388374
ISBN (Print)9780367347796
DOIs
Publication statusPublished - 2 May 2021

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