ABSTRACT
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
part I|86 pages
Theoretical perspectives and methodological issues
chapter 81|13 pages
Principals' time use as a research area
chapter 2|21 pages
Measurement assumptions in principals' time-use research
chapter 5|18 pages
Principals' direct interaction with individual students
part II|92 pages
Principal time use in Western contexts
chapter 9|16 pages
“Wasting time talking to students and parents”
part III|44 pages
Principal time use in Africa and the Middle East