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Thursday, November 17 • 3:00pm - 4:10pm
The Ever-Expanding Role of School Principals: Examining Roles, Expectations, and Time Use

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Role Negotiation and Compromise: The Micropolitics of Expanding Principal Roles. Kimberly LeChasseur, Morgaen Donaldson, Jeremy B. Landa (University of Connecticut)

This paper examines the micropolitics of expanding principal roles beyond schools. We conducted interviews and observations over 2 years with a group of principals enacting
a new role, network facilitator. We explore the converging and conflicting interests
of principals and central administration and the ways network facilitators negotiated authority and role boundaries. Emerging themes related to sources of tension, resistance, sharing power, and brokering strategies suggest lessons for districts implementing peer-led professional development for principals.

A Systematic Review of Principal Time Use Research Sampling and Observation Periods. Craig Hochbein, Abby S. Mahone, Sara Catharine Vanderbeck (Lehigh University)

For more than 100 years, educators, policymakers, and researchers have been concerned with how principals spend their time. Understanding the relationships between how principals allot their time and educational outcomes could improve principal training, selection, development, and evaluation. The purpose of this study is to review principal time use research to identify potential external validity threats. Findings suggest substantial gaps in the development of principal samples and observation periods.

A New Perspective for Understanding Principals’ Role: Principals’ Boundary Activities and School Management Team Effectiveness. Pascale Sarah Benoliel, Bar Ilan University; Anit Somech, University of Haifa

Senior management teams (SMTs), an expression of a formal management structure of distributed leadership, may imply a signi cant change in principals’ role. This study inquiries into the boundary activities of principals toward their SMTs. Structural equation model results from a sample of 92 schools indicate that principals’ boundary activities enhance SMT effectiveness. Fostering relationship building among SMT members but also between SMT and external stakeholders, enhancing collaborative processes, remains fundamental to SMT effectiveness

Role Ambiguity in Expanded Roles for School Leaders. Morgaen Donaldson, Kimberly LeChasseur (University of Connecticut)

Although expanded roles for teachers have been the subject of much research, few studies have explored new roles for school leaders. In a growing number of districts, principals are taking on such roles, however. Our paper examines expanded roles for school administrators in the New Haven (CT) Public Schools. Using 2 years of interview data with 20 leaders, we nd that role ambiguity was related to the enactment and experience of the roles.

Session Participants
avatar for Sue Feldman

Sue Feldman

Ass Professor, Lewis and Clark College Graduate School
Equity-focused leadership at the school and district level. | Teacher leadership | Networks | Science Education

Thursday November 17, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (12)