We feature two articles in this issue, both of which suggest continuing and appropriate research interest in principals and principal preparation. First, we offer Maximizing Teacher Time: The Collaborative Leadership Role of the Principal by Sterrett, Parker, and Mitzer of University of North Carolina at Wilmington. Analyses of the North Carolina Teacher Working Conditions Survey results reveal that principals reported highest agreement with constructs related to “reasonable class size” and “protecting teachers from duties that interfere.” The lowest levels of agreement were associated with “efforts made to minimize routine paperwork.”


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