A global typology of school principals’ time use: Exploring the effects of contextual and individual factors

Sedat GUMUS, Yan LIU, Mehmet S. BELLIBAŞ, Moosung LEE

Research output: Contribution to journalArticlespeer-review

Abstract

This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well as principals’ demographic characteristics, predict principals’ association with the identified typology. The results suggest four distinguishable categories of principal leadership in terms of their time use: Balanced Leadership, Administrative Leadership, Instructional Leadership, and Student-Centered Leadership. Several contextual (national and organizational) and individual variables influencing principals’ prioritization of their leadership responsibilities were also identified. Copyright © 2024 The Author(s).

Original languageEnglish
Article number102343
JournalInternational Journal of Educational Research
Volume125
Early online dateApr 2024
DOIs
Publication statusPublished - 2024

Citation

Gümüs, S., Liu, Y., Bellibas, M. S., & Lee, M. (2024). A global typology of school principals’ time use: Exploring the effects of contextual and individual factors. International Journal of Educational Research, 125, Article 102343. https://doi.org/10.1016/j.ijer.2024.102343

Keywords

  • Principal leadership
  • Time use
  • Administrative leadership
  • Instructional leadership
  • Contextual factors

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