Incorporating Time Demands into Studies of Principal Time Use

Autor/inn/en	Hochbein, Craig; Meyers, Coby
Titel	Incorporating Time Demands into Studies of Principal Time Use
Quelle	In: School Leadership & Management, 41 (2021) 3, S.175-193 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hochbein, Craig) ORCID (Meyers, Coby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2020.1851671
Schlagwörter	Principals; Time Management; Administrator Responsibility; Models; Evaluation Methods; Research Methodology; Educational Policy; Leadership Responsibility; Interpersonal Relationship; Teamwork + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Zeitmanagement; Analogiemodell; Research method; Forschungsmethode; Politics of education; Bildungspolitik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01