How School Principals Use Their Time

Moosung Lee is a Centenary Professor at the University of Canberra in Australia. He also holds professorship at Yonsei University in South Korea. Prior to joining the University of Canberra, he held appointments as associate professor and founding Deputy Director of the Education Policy Unit at the University of Hong Kong. His research areas are educational leadership and administration, social contexts of education, and comparative education. He received the American Educational Research Association’s Emerging Scholar Award (Division A—Administration, Organization, and Leadership). He was also chosen as a recipient for the University of Canberra Research Excellence Award in Social Sciences. He currently serves as Senior Associate Editor of the Journal of Educational Administration.Katina Pollock is associate professor of Educational Leadership and Policy in the field of Critical Policy, Equity, and Leadership Studies at the Faculty of Education, Western University. The overall goal of Dr. Pollock’s research agenda is to support and improve public education systems; to this effect, her research focuses on supporting school leaders. Specifically, she concentrates on school leaders’ work intensification and well-being, policy development and implementation, and knowledge mobilization. Her research with colleagues has been supported by federal granting agencies, provincial governments, and professional associations. Her current Federal Grants focus on secondary school principals’ work intensification (with Dr. Fei Wang) (2016–2023) and the relationship between policy and principals’ work (with Dr. Laura Pinto and Dr. Sue Winton) (2015–2023). Pierre Tulowitzki is a professor of Educational Management and School Improvement at the FHNW University of Applied Sciences and Arts Northwestern Switzerland. In addition, he is a member of the Institute for Educational Sciences at the University of Basel. His research interests revolve around educational leadership, school improvement and networks in education. Pierre serves as the Link Convenor for the EERA Educational Leadership Network and as a Board Member of the International Congress for School Effectiveness and School Improvement (ICSEI).

• Introduction- Exploring How School Principals Use their TimePART ONE Theoretical Perspectives and Methodological Issues1.Principal Time Use as a Research Area: Notes on Theoretical Perspectives, Leadership Domains, and Future Directions 2. Measurement Assumptions in Principals’ Time-Use Research: Past Problems and Needed Studies 3. A Framework for Evaluating and Choosing Principal Time Use Measurement Strategies 4. Identifying Research Opportunities from the Methodological History of Principal Time Use Studies 5. Principals’ Direct Interaction with Individual Students: A Missing Piece in Principal Leadership ResearchPART TWO Principal Time Use in Western Contexts6.How Principals Use Their Time in Ontario, Canada 7. Managing Time? Principal Supervisors’ Time Use to Support Principals 8. How Successful School Principals Balance their Leadership and Management Roles to Make a Difference 9. "Wasting Time Talking to Students and Parents": Neoliberal Efficiency Myths about Principal Discretionary Time Use in Australia 10. School Business Leaders and Principal Time Use in England 11. Out-of-Time Managers? Educational Leaders’ Use of Time in SwitzerlandPART THREE Principal Time Use in Asia and Africa12.South African School Principals’ Use of Time: Learning From a Qualitative Study 13. Policy Context and Time Use of Primary School Head Teachers in Kenya: Evidence from the Snapshot of School Management Effectiveness (SSME) Survey14. Emotional Workload and Time-Use in Principalship: Insights from Israeli Educational Leaders