Theoretical Notes on a Relational Approach to Principals' Time Use

Autor/in	Eacott, Scott
Titel	Theoretical Notes on a Relational Approach to Principals' Time Use
Quelle	In: Journal of Educational Administration and History, 50 (2018) 4, S.284-298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eacott, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2018.1478804
Schlagwörter	Principals; Time Management; Faculty Workload; Instructional Leadership; Educational Practices; Educational Theories + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Zeitmanagement; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie
Abstract	Principals' time use has emerged as a serious policy problem in an era of reported decline in school outcomes -- both organisational and individual student -- and with difficulties in attracting quality candidates for vacancies. The contemporary crisis of the principalship is centred on an ever increasing workload (volume and complexity) and a deficit of time for instructional leadership. Units of the clock are the orthodox version of time in modern Western society. This however is not a universal and is based on an external measure of practice. This paper presents a theoretical intervention for the field by proposing an alternate conceptualisation of temporality built on relational theorising that sees practice not as having time but generating time and space. It does not assume a single version of time and instead opens a fruitful scholarly direction for recasting principals' time use literatures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01