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.
Moosung Lee is a Centenary Professor at the University of Canberra in Australia. He also holds professorship at Yonsei University in South Korea. Prior to joining the University of Canberra, he held appointments as associate professor and founding Deputy Director of the Education Policy Unit at the University of Hong Kong. His research areas are educational leadership and administration, social contexts of education, and comparative education. He received the American Educational Research Association’s Emerging Scholar Award (Division A―Administration, Organization, and Leadership). He was also chosen as a recipient for the University of Canberra Research Excellence Award in Social Sciences. He currently serves as Senior Associate Editor of the Journal of Educational Administration.
Katina Pollock is associate professor of Educational Leadership and Policy in the field of Critical Policy, Equity, and Leadership Studies at the Faculty of Education, Western University. The overall goal of Dr. Pollock’s research agenda is to support and improve public education systems; to this effect, her research focuses on supporting school leaders. Specifically, she concentrates on school leaders’ work intensification and well-being, policy development and implementation, and knowledge mobilization. Her research with colleagues has been supported by federal granting agencies, provincial governments, and professional associations. Her current Federal Grants focus on secondary school principals’ work intensification (with Dr. Fei Wang) (2016–2023) and the relationship between policy and principals’ work (with Dr. Laura Pinto and Dr. Sue Winton) (2015–2023).
Pierre Tulowitzki is a professor of Educational Management and School Improvement at the FHNW University of Applied Sciences and Arts Northwestern Switzerland. In addition, he is a member of the Institute for Educational Sciences at the University of Basel. His research interests revolve around educational leadership, school improvement and networks in education. Pierre serves as the Link Convenor for the EERA Educational Leadership Network and as a Board Member of the International Congress for School Effectiveness and School Improvement (ICSEI).
