Effective Instructional Time Use for School Leaders

Longitudinal Evidence From Observations of Principals

Bibliographic Data

ID9734006
AuthorsJason A Grissom (0000-0001-9819-8550, Vanderbilt University, corresponding author), Susanna Loeb (0000-0003-1854-8843, Stanford University), Benjamin Master (Stanford University), Benjamin K Master (Stanford University)
Year2013
Volume42
Issue8
Pages433-444
Publication date2013-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x13510020
OpenAlexW2294723312
LanguageEN
Citations received68
References cited23

Scholars have long argued that principals should be instructional leaders, but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over 3 school years. We find that principals’ time spent broadly on instructional functions does not predict student achievement growth. Aggregating across leadership behaviors, however, masks that some specific instructional investments predict year-to-year gains. In particular, time spent on teacher coaching, evaluation, and developing the school’s educational program predict positive achievement gains. In contrast, time spent on informal classroom walkthroughs negatively predicts student growth, particularly in high schools. Additional survey and interview evidence suggests this negative association may arise because principals often do not use walkthroughs as part of a broader school improvement strategy

Academic achievement · Coaching · Educational leadership · Instructional leadership · Mathematics education · Pedagogy · Student achievement · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies

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