Abstract
Using data from the 2014 North Carolina Teacher Working Conditions (NCTWC) biennial survey researchers identified a sample from over 2,500 principals. The researchers surveyed 68 principals; 24 principals participated in a 19-item survey containing 5 demographic questions, 7 Likert-scale questions, and 7 open-ended questions. The descriptive analyses revealed that the principals in the study had the highest agreement with time constructs related to “reasonable class size” and “protecting teachers from duties that interfere” and lowest levels of agreement with “efforts made to minimize routine paperwork.” The qualitative analyses shared further principal perspective regarding specific strategies with the seven time constructs. The findings are discussed in relation to the extant literature and implications for fostering a strong learning community and in designing principal preparation programs. Overall, the results from this exploratory study offer insights regarding how principals lead with time, and how they support a community of teaching and learning.
Recommended Citation
Sterrett, William L.; Parker, Michele A.; and Mitzner, Kris
(2018)
"Maximizing Teacher Time: The Collaborative Leadership Role of the Principal,"
Journal of Organizational & Educational Leadership: Vol. 3:
Iss.
2, Article 2.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol3/iss2/2
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Teacher Education and Professional Development Commons