Principal Time-Use and School Effectiveness
School principals have complex jobs. To better understand the work lives of principals, this study uses observational time-use data for all high school principals in Miami-Dade County Public Schools. This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction. Time spent on Organization Management activities is associated with positive school outcomes, such as student test score gains and positive teacher and parent assessments of the instructional climate, whereas Day-to-Day Instruction activities are marginally or not at all related to improvements in student performance and often have a negative relationship with teacher and parent assessments. This paper suggests that a single-minded focus on principals as instructional leaders operationalized through direct contact with teachers may be detrimental if it forsakes the important role of principals as organizational leaders.
Keywords: Teacher Attitudes, Principals, School Effectiveness
Citation: Eileen Lai Horng, Daniel Klasik, Susanna Loeb (2009). Principal Time-Use and School Effectiveness. CALDER Working Paper No. 34
You May Also Be Interested In
Path to the Principalship and Value Added: A Cross-state Comparison of Elementary and Middle School Principals
Wes Austin, Bingjie Chen, Dan Goldhaber , Eric Hanushek, Kristian Holden, Cory Koedel, Helen Ladd, Jin Luo, Eric Parsons, Gregory Phelan, Steven Rivkin, Tim Sass, Mavzuna Turaeva
Do More Effective Teachers Become More Effective Principals?
Dan Goldhaber, Kristian Holden, Bingjie Chen
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals
Gregory F. Branch, Eric Hanushek, Steven Rivkin