The British Headmaster and the American Principal: A Comparison of Roles

Calder, Clarence R.; Shibles, Mark R.

doi:10.1086/460847

Cited by 2 publications

(1 citation statement)

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“…In their discussions of prior literature, as well as their own findings, many researchers have enumerated the limitations imposed by the methodologies chosen to investigate school leader time use (Barnes et al, 2010;Calder and Shibles, 1974;Crowson and Porter-Gehrie, 1980;Graves and Stoller, 1953;Hallinger and Murphy, 1985;Kuehny, 1925;Lee and Hallinger, 2012;May et al, 2012;Rosenblatt and Somech, 1998;Spillane et al, 2008). However, many of these critiques focused on limitations resulting from the techniques used to gather data.…”

Section: Introductionmentioning

confidence: 99%

Confronting methodological challenges in studying school leader time use through technological advancements

Hochbein¹,

Dever²,

White³

et al. 2017

Educational Management Administration & Leadership

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Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

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Section: Introductionmentioning

confidence: 99%

Confronting methodological challenges in studying school leader time use through technological advancements

Hochbein¹,

Dever²,

White³

et al. 2017

Educational Management Administration & Leadership

View full text Add to dashboard Cite

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The Secondary Headship: Perceptions, Conceptions, Performance and Reactions of Headteachers in Barbados

Newton¹

1993

Journal of Educational Administration

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Reports a study of seven headteachers from public schools in Barbados during the period March‐June 1984. Presents the results of the study, which include: headteachers see their role in creating good interpersonal relationships and purposeful climates as a very important one. They are seriously concerned about student discipline, control and order. Evidence of great discontinuity between their role conceptions and performance was found. The headteachers experienced feelings of powerlessness and ambiguity as a result of being controlled by policies and rules from a central body. These caused some degree of frustration and elements of formalism but there was no evidence of alienation or despair.

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The British Headmaster and the American Principal: A Comparison of Roles

Cited by 2 publications

References 0 publications

Confronting methodological challenges in studying school leader time use through technological advancements

Confronting methodological challenges in studying school leader time use through technological advancements

The Secondary Headship: Perceptions, Conceptions, Performance and Reactions of Headteachers in Barbados

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