Improving the instructional supervisory behavior of public school principals by means of time management: Experimental evaluation and social validation.

Abstract

This article is a report of results of an investigation in which urban public school principals received instruction from school psychology consultants in time management as a basis for increasing time spent supervising classroom and remedial teachers. Nine principals received 9 hr (three 3-hr sessions) of instruction in a three-phase time management approach: (a) time management problem analysis, (b) plan development and implementation, and (c) plan evaluation. Results indicated that all principals increased time spent in instructional supervision following time management program participation. In addition, the investigation revealed that classroom and remedial teachers indicated greater supervision satisfaction following principals' participation in the program. Also, it was found that the nine principals could apply the time management approach following the program, based on monthly time management plans submitted to respective consultants, and that principals from other school districts rated the instructional package as potentially beneficial to colleagues and themselves. Limitations of the investigation are discussed, relevance to school psychology practice is considered, and research directions are noted.Research on organizational leadership has indicated that a distinguishing characteristic of the effective administrator is frequent and direct daily staff contact (Gilbert, 1978;Grove, 1983). Moreover, research has suggested that, in schools with above average student achievement and staff productivity, principals spend more time in instructional supervision than do counterparts in lower achieving, less productive schools (Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1979). Concerns have been expressed by principals and other administrators that daily work time limitations preclude utilization of exemplary administrative practices . In particular, school principals have explained that outside factors, especially central office personnel and federal and state regulations, have placed demands on them that do not allow ample time for supervisory activity (Boyer, 1983;Huberman & Miles, 1985). In this regard, it has been argued that schools (and other environments, particularly business and industry) are systems in which time cannot be allotted to priority activities (Fullan, 1982;Louis, Rosenblum, & Molitor, 1981).

Strategies for success in education: Time management is more important for part-time than full-time community college students

“…That is, it is arguably easier to change someone's time management habits than to change their personality. Programs specifically aimed at improving time management have been developed for secondary school teachers, principals, and university academics, with research demonstrating that such programs lead to an improved use of time (Hall & Hursch, 1981;Maher, 1982Maher, , 1986. There is also some evidence that these programs work for students.…”

Does time management training work? An evaluation

“…In several cases where assessment was undertaken, self-reported, perceived improvement in time management skills was not always matched by behavioural changes relating to how people spent their time (for examples, see Briddell, 1987;Kirby, 1978;Robinson, 1974). In other cases behaviour improvements were reported and included more time spent on high priority tasks, both work and relaxation, completing projects on time and making more time for academic reading (Hall & Hursch, 1982;King et al , 1986;Maher, 1986;Woolfolk & Woolfolk, 1986). However, in many of these cases sample sizes were very small (n = 2 to n = 9) and their validity questioned (for examples, see Macan, 1996;Slaven & Totterdell, 1993).…”

Development and validation of instructional leadership questionnaire

“…Principal offers and advances professional development chances to enhance teachers' instructional skills (Blase & Blase, 2000). An effective instructional leader is a person who organizes staffs' development conferences, observation, and supervision process of staff (Maher, 1986;Zepeda, 2014). The school principal exhibits a high level of joint effort with school staff, creates continuous visits to classrooms, and provides regular criticism (Marzano, Waters, & McNulty, 2005).…”