Maximizing Teacher Time: The Collaborative Leadership Role of the Principal

Autor/inn/en	Sterret, William L.; Parker, Michele A.; Mitzner, Kris
Titel	Maximizing Teacher Time: The Collaborative Leadership Role of the Principal
Quelle	In: Journal of Organizational and Educational Leadership, 3 (2018) 2, Artikel 1 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2380-0860
Schlagwörter	Teaching Conditions; Principals; Administrator Attitudes; Administrator Surveys; Likert Scales; Class Size; Teacher Responsibility; Qualitative Research; Time Management; Teacher Collaboration; Teacher Role; Educational Resources; Community Involvement; Student Behavior; Leadership; Professional Development; Teaching Methods; Statistical Analysis; North Carolina + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Principal; Schulleiter; Likert-Skala; Klassengröße; Lehrverpflichtung; Qualitative Forschung; Zeitmanagement; Lehrerkooperation; Lehrerrolle; Bildungsmittel; Student behaviour; Schülerverhalten; Führung; Führungsposition; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
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. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01