To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in…

In recent years, policy changes in American education have refocused a spotlight on principal instructional leadership. Although in previous eras the professional literature exhorted principals to "be instructional leaders," there were few sanctions if they failed to do so. In the current policy context, however, instructional leadership has…

Effective schools research gave birth to a new role for principals: instructional leader. Recent studies have suggested the relationship between strong school instructional leadership and higher student achievement. Skeptics question whether the principal's job is realistic and reasonable, with its emphasis on instructional leadership, multiple…

The purpose of this study was (a) to research the impact of electronic communication on the role of the principal and school leaders and (b) to investigate patterns of unanticipated consequences or phenomena that have developed within the organization along with the widespread use of electronic media. Twelve themes were identified and grouped into…

Reviewing time-saving techniques and organizational tools, the author presents specific ways for principals to manage their schedules more effectively. (MD)

Online polling was examined as a procedure for decision makers to find out how students perceive conditions of learning at their school. Students in Grades 7-12 from eight schools completed online polls about learning on the Internet, time management, and tutoring. Principals favorably evaluated polling as a method for gathering information and…

Presents results of a 1985 survey to identify the occupational stressors and stress-coping preferences of 212 secondary school principals from excellent schools. Primary stressors are task-based; preferred coping strategies are discussing concerns with colleagues, delegating tasks to others, and taking work home. Principals must improve planning…

A recent study explored the relative frequencies and intensity levels of selected stressors on Georgia public secondary school principals and the coping strategies they found most effective. In order of most to least frequently used behaviors, Georgia principals reported physical, mental, psychological, direct, and destructive strategies. Some…

High school block scheduling is in its earliest stages. Although time structures have changed, usage has not. Block schedules are threatened when curriculum standards and student mobility are ignored, courses are improperly sequenced, funding for increased personnel needs is inadequate, performing-arts instruction is not accommodated, and…

The Systems Supervisory Model is presented to help principals improve their supervisory skills and instructional staff. (MD)

A recent study of Houston secondary schools shows that assistant principals' work centers on routine clerical tasks, custodial duties, and discipline. Daily activities are characterized by brevity, variety, and fragmentation. Assistant principals are seldom charged with instructional improvement activities, except for teacher appraisal. The…

An NASSP survey of experienced and beginning principals examined differences in the two groups' responses to questions about time allocation, leadership roles, authority, parent and community involvement, influence groups, administrative "roadblocks," educational issues, and job satisfaction. Recommendations for orienting new principals are given.…

A survey of 1,801 public- and private-school principals in Indiana revealed disparities among rankings of perceived job priorities and actual priorities. Only three items were rated comparably: school climate, curriculum expansion, and improved staff morale. Improving time management is an important factor. (MLH)

Describes a successful mentoring program for beginning teachers developed at a Baptist (K-12) school with 700 students and 11 new faculty members. Program mentors were experienced, but not lead teachers. The most frequently discussed problems between mentor and protege were discipline, classroom management, and the frustration of never having…

Principals of all 14,107 middle-level schools in the U.S. were invited to participate in the year 2000 online survey. More than 1,400 responded. Responses are compared with previous studies conducted in 1965; 1980, and 1992. Discusses the implications and recommendations for recruiting, initial training, and continuing professional development of…