School principals’ time use for interaction with individual students: Macro contexts, organizational conditions, and student outcomes

Moosung Lee; Ji Hoon Ryoo; Allan Walker

doi:10.1086/712174

School principals’ time use for interaction with individual students: Macro contexts, organizational conditions, and student outcomes

Moosung Lee, Ji Hoon Ryoo, Allan Walker

Department of Education

Research output: Contribution to journal › Article › peer-review

5 Citations (Scopus)

Abstract

To test emerging narratives of principals’ direct effect on student outcomes on a large scale, this study investigates whether school principals’ time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals’ time use, this study explores whether economic, sociocultural, and institutional features of societies influence the amount of time principals spend interacting with individual students. This time use, in turn, is assumed to be associated with academic achievement and safety at school. To explore the linkages, the study utilizes the Progress in International Reading Literacy Study (PIRLS) with multilevel modeling. Implications of the findings are offered for an emerging inquiry on principals’ direct effect on student outcomes and for US education policy.

Original language	English
Pages (from-to)	303-344
Number of pages	42
Journal	American Journal of Education
Volume	127
Issue number	2
DOIs	https://doi.org/10.1086/712174
Publication status	Published - 2021 Feb

Bibliographical note

Funding Information:
An earlier version of this paper was presented at the Fifth IEA International Research Conference in Singapore. This study was supported by the Ministry of Education and the National Research Foundation of Korea (Grant NRF-2017S1A3A2065967).

Publisher Copyright:
© 2021 by The University of Chicago. All rights reserved.

All Science Journal Classification (ASJC) codes

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1086/712174

Cite this

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abstract = "To test emerging narratives of principals{\textquoteright} direct effect on student outcomes on a large scale, this study investigates whether school principals{\textquoteright} time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals{\textquoteright} time use, this study explores whether economic, sociocultural, and institutional features of societies influence the amount of time principals spend interacting with individual students. This time use, in turn, is assumed to be associated with academic achievement and safety at school. To explore the linkages, the study utilizes the Progress in International Reading Literacy Study (PIRLS) with multilevel modeling. Implications of the findings are offered for an emerging inquiry on principals{\textquoteright} direct effect on student outcomes and for US education policy.",

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School principals’ time use for interaction with individual students: Macro contexts, organizational conditions, and student outcomes

Abstract

Bibliographical note

All Science Journal Classification (ASJC) codes

UN SDGs

Access to Document

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