Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership

2020 ◽  
Vol 104 (3) ◽  
pp. 202-219
Author(s):  
Jeffrey Keese ◽  
Mario Sùarez ◽  
Hersh Waxman
Keyword(s):  
Teacher Perceptions ◽  
Time Use ◽  
School Leaders ◽  
Racial Composition ◽  
Student Body ◽  
Student Interactions ◽  
Logistic Regressions ◽  
Parent Interactions ◽  
Perceptions Of Leadership ◽  
Administrative Tasks

To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.

Confronting methodological challenges in studying school leader time use through technological advancements

2017 ◽  
Vol 46 (4) ◽  
pp. 659-678 ◽  
Author(s):  
Craig Hochbein ◽  
Bridget V Dever ◽  
George White ◽  
Linda Mayger ◽  
Emily Gallagher
Keyword(s):  
School Leadership ◽  
Time Use ◽  
Overall Response Rate ◽  
School Leaders ◽  
New Technology ◽  
Extended Period ◽  
School Leader ◽  
Sampling Methodology ◽  
The Hours

Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

Perspectives of Urban School Principals From Nontraditional Contexts: A Study of Urban Public Charter and Private School Leaders

2017 ◽  
Vol 50 (4) ◽  
pp. 303-327 ◽  
Author(s):  
Philip V. Robey ◽  
Robert J. Helfenbein
Keyword(s):  
Private School ◽  
Catholic Schools ◽  
School Administration ◽  
School Principals ◽  
School Leaders ◽  
Urban School ◽  
School Type ◽  
Urban School Principals ◽  
High Level ◽  
Administrative Tasks

Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives.

Effective Instructional Time Use for School Leaders

2013 ◽  
Vol 42 (8) ◽  
pp. 433-444 ◽  
Author(s):  
Jason A. Grissom ◽  
Susanna Loeb ◽  
Benjamin Master
Keyword(s):  
Time Use ◽  
School Leaders ◽  
Instructional Time

scholarly journals School leaders' and teachers' leadership perceptions: differences and similarities

2020 ◽  
Vol 58 (6) ◽  
pp. 645-660
Author(s):  
Ellen Daniëls ◽  
Annie Hondeghem ◽  
Jan Heystek
Keyword(s):  
Focus Groups ◽  
Teacher Perceptions ◽  
School Leadership ◽  
Teacher Collaboration ◽  
Primary Schools ◽  
School Leaders ◽  
Data Set ◽  
Content Type ◽  
Leadership Behaviour ◽  
Teachers Perspectives

PurposeThe purpose of this paper is to offer insight into school leaders' and teachers' perspectives on leadership behaviour and its impact on their mutual relationships. Research papers that include perspectives from both school leaders and teachers are relatively scarce in the field of education. However, it is important to take account of both perspectives because if they align, school leaders can be expected to be more successful. Moreover, positive teacher perceptions about school leaders result in lower levels of teacher burnout and enhanced teacher collaboration.Design/methodology/approachThe current study employed qualitative data drawn from 24 primary schools in Belgium. The data set was assembled from 24 interviews with school leaders and 22 focus groups with teachers. The research analyses the interviews and focus groups from an inductive approach in order to let theory emerge, to refine existing theories in the field of education and to get an in-depth understanding of agreements and disagreements in the perspectives of school leaders and teachers.FindingsThe results show that school leaders and teachers perceive school leadership principally as relation- and task-oriented. However, there are differences in the perceptions about the subcategories of relation-oriented behaviour between school leaders and teachers. School leaders refer to consulting with members when making decisions and providing feedback. On the other hand, teachers indicate the importance of support and encouragement and recognition. The perceptions of the relationships between school leaders and teachers seem to match, with both valuing trust, openness and contribution.Originality/valueThis study addresses the relative scarcity of research relating to school leaders’ and teachers’ perspectives regarding school leadership. The study clarifies concepts in order to facilitate further research on school leaders' effectiveness.

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