ABSTRACT
In this chapter, we consider some of the fundamental misalignments in Ontario principals' time use: between what they want to spend time on versus what they actually do spend time on and between what is expected in policy and what they are able to do in reality. The findings and analysis reported in this chapter are based on a 2013 study of Ontario principals who worked in English-speaking secular public education system—one of four publicly funded education systems in Ontario. We employed a mixed-methods design, including focus groups and an online survey. Our findings indicate that principals are working long hours and spend the majority of their time on managerial tasks, despite indicating wanting to spend less time on these tasks and more time on instructional leadership. We discuss the misalignment between how principals would like to use their time versus what they do as well as how different conceptualizations of instructional leadership influence their work.
