School Leadership

Principal Time Management Skills: Explaining Patterns in Principals' Time Use, Job Stress, and Perceived Effectiveness

Purpose. Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. This study investigates these hypotheses. Design. We administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the U.S.

Playing to Teachers' Strengths: Using multiple measures of teacher effectiveness to improve teacher assignments

Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For elementary school teachers, effectiveness measures are highly stable across subgroups, with correlations upwards of 0.9.

Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

Scholars have long argued that principals should be instructional leaders, but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over three school years. We find that principals’ time spent broadly on instructional functions does not predict student achievement growth.

Race and the principal pipeline: The prevalence of minority principals in light of a largely white teacher workforce

There are reasons to expect an underrepresentation of racial and ethnic minorities in school leadership positions relative to student populations. Most importantly, underrepresentation of minorities in teaching logically predicts an underrepresentation in school leadership as almost all principals have teaching experience. Data from the National Center for Education Statistics (NCES) reveal a low percentage of minority teachers relative to minority students(Aud et al., 2010).

Examining teacher turnover: The role of school leadership

From a nationwide perspective, the number of teachers leaving schools in the United States – frequently referred to as teacher turnover – is not very large. Between 2003-2004 and 2004-2005, for instance, 83.5% of teachers stayed in the same school, while only 8.1% transferred between schools and 8.4% left teaching (Marvel et al.,2007). However , averages rates hide the fact that some schools lose teachers frequently, particularly schools serving black and low-achieving students (Hanushek et al., 2004; Boyd et al., 2007).