2021-07-08, Lee, Moosung, Pollock, Katina, Tulowitzki, Pierre

Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.

2021, Progin, Laetitia, Lee, Moosung, Tulowitzki, Pierre, Pollock, Katina, Tulowitzki, Pierre

Although school leadership is a relatively young topic in the Swiss context, there has been rapid development toward conceptualizing principalship as its own profession. Swiss school principals have their own dedicated qualification, their own professional status, and their own professional association that has some political leverage. They are confronted with demands and expectations to not only administer and manage but also to lead. Furthermore, they come from a tradition in which pedagogical and administrative matters were considered central elements of school management. Finally, there are indications that principalship in Switzerland today is marked by urgency and a multitude of responsibilities. How do principals manage their work time in such a demanding context? This chapter first lays out the context by delving into the Swiss educational system as well as educational leadership in practice and research in Switzerland. Next, data on the time use of principals in the French-speaking part of Switzerland is presented. Finally, these results are put discussed vis-à-vis their implications for professional development as well as future research