Document Type

Dissertation

Date of Degree

Summer 2013

Degree Name

PhD (Doctor of Philosophy)

Degree In

Educational Policy and Leadership Studies

First Advisor

Carolyn L. Wanat

Second Advisor

Youjia Hua

Abstract

The No Child Left Behind Act of 2001increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more likely to have a positive impact on student learning. The purpose of the study was to examine the effectiveness of a time management intervention on instructional leadership behaviors of school principals. Based on my literature review, I found that several time management techniques may help leaders manage their time effectively, including delegating, scheduling, prioritizing, planning, setting goals, saying no, and handling interruptions. In this training, I taught three principals how to increase their time allocated to instructional leadership behaviors using these techniques. I measured the proportion of time the participants allocated to the instructional leadership behaviors during the baseline and intervention. In the context of a multiprobe multiple-baseline across participants design, I found that all three participants increased their time allocated to the instructional leadership behaviors after the training. This study experimentally validated a training program that may contribute to the positive school outcomes.

Keywords

instructional leadership behaviors, school principals, time management

Pages

ix, 118 pages

Bibliography

Includes bibliographical references (pages 82-88).

Copyright

Copyright 2013 Yu Su

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