ABSTRACT

For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved and researchers have adapted methodologies to improve measurement and analyses of principal time use. Despite these developments, the predominant model of principal time use applied by researchers has remained unchanged. Most principal time use research relies on a premise that a perpetual supply of demands requires principals to make choices about how to allocate their limited time. By focusing on the time demands of principals, we identify limitations of the common model and propose alternatives. We then demonstrate how researchers could apply these models to enhance the study of principal time use, as well as discuss considerations for policy and preparation of principals.

摘要

一个多世纪以来，大量研究调查并报告了校长如何分配时间。假设校长对任务的选择、参与和满意度的差异导致了不同的结果，研究人员继续研究校长时间的使用。1989 年，Wimpelberg、Teddlie 和 Stringfield 表示需要对主要时间使用进行更复杂的研究。从那时起，委托人的角色发生了变化，研究人员已经调整了方法来改进对委托人时间使用的测量和分析。尽管有这些发展，研究人员应用的主要时间使用的主要模型仍然没有改变。大多数委托人时间使用研究都依赖于这样一个前提，即需求的永久供应要求委托人就如何分配有限的时间做出选择。通过关注委托人的时间需求，我们确定了通用模型的局限性并提出了替代方案。然后，我们展示了研究人员如何应用这些模型来加强对校长时间使用的研究，并讨论政策和校长准备的考虑因素。