School Principals' Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes

Autor/inn/en	Lee, Moosung; Ryoo, Ji Hoon; Walker, Allan
Titel	School Principals' Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes
Quelle	In: American Journal of Education, 127 (2021) 2, S.303-344 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/712174
Schlagwörter	Principals; Time Management; Interaction; Context Effect; Organizational Climate; Academic Achievement; Correlation; Socioeconomic Influences; Cultural Influences; Foreign Countries; Grade 4; International Assessment; Achievement Tests; Reading Achievement; Reading Tests; School Safety; Student School Relationship; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Zeitmanagement; Interaktion; Organisationsklima; Schulleistung; Korrelation; Sozioökonomischer Faktor; Cultural influence; Kultureinfluss; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Schüler-Lehrer-Beziehung
Abstract	To test emerging narratives of principals' direct effect on student outcomes on a large scale, this study investigates whether school principals' time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals' time use, this study explores whether economic, sociocultural, and institutional features of societies influence the amount of time principals spend interacting with individual students. This time use, in turn, is assumed to be associated with academic achievement and safety at school. To explore the linkages, the study utilizes the Progress in International Reading Literacy Study (PIRLS) with multilevel modeling. Implications of the findings are offered for an emerging inquiry on principals' direct effect on student outcomes and for US education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01