Stakeholder Perceptions of Four-Day School Weeks: Leadership and Policy Implications in K–12 Education

• In Event: Diverse Voices in Educational Leadership

Abstract

This mixed-methods study examines how teachers, administrators, and school board members perceive the implementation of a four-day school week. Surveys, focus groups, and interviews will document perceived benefits, challenges, and anticipated impacts on instructional quality, student learning, family routines, and community life. Guided by distributed leadership and policy implementation frameworks, the research highlights how stakeholder perspectives inform decision-making and policy development. Findings will provide evidence-based recommendations for school leaders and policymakers considering scheduling reforms and will contribute to understanding how educational innovations are shaped by local priorities and collective sense-making.

Authors

• Kathryn Washington, Lamar University

• Janice L. Taylor, Lamar University

• Frances Martinez-Perez, Lamar University