Principal´s time management: agenda priorities and challenges for school leaders

Abstract

During the past years, the responsibilities, job intensification and workload of school principals have increased. Since school leadership is a key factor for improving learning, in this study we seek to understand which practices prioritize school principals in the City of Buenos Aires, Argentina. By employing a quantitative approach, TALIS 2018 questionnaire was administered to a representative sample composed by 296 principals from both primary and secondary schools from the City of Buenos Aires. These principals dedicate the largest amount of time in administrative tasks, whereas the second dimension with the greatest preponderance in their agendas is related to interpersonal interactions with non-teaching members of the community, leaving scarce time for pedagogical practices. Relevant outcomes were found in this research. Principals´ agendas do not seem to arise from planned decisions towards leadership for learning, but from a reactive trait related to bureaucratic urgency and obligations, which does not constitute a good perspective for school improvement.