A Study on Principal Autonomy and Time Use: Analysis of TALIS 2018

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Deeper Dives Into the Practice and Actions of Educational Leaders (Table 2)

Abstract

This study explores how principal autonomy influences time use across 33 education systems using TALIS 2018. While research consistently highlights the impact of principal leadership on student outcomes and school improvement, there is limited understanding of how perceived autonomy affects time allocation among principals. This study addresses this gap by analyzing variations in time spent on (non-)administrative tasks in relation to perceived autonomy, utilizing Wermke et al.'s (2022) framework. Findings suggest that in some education systems, higher autonomy correlates with an increase in non-administrative roles like providing instructional feedback and interacting with students, while others show an increase in administrative tasks. These insights reveal how autonomy shapes principal priorities and offer policy implications for structural changes in school governance.

Author

• Su Yon Choi, Michigan State University