The purpose of this paper is to present the results of a piece of research concerning the time management of Cypriot primary school principals. Time management refers to the interrelation of five independent variables: the various tasks principals perform, their frequency, the degree of accomplishment of those tasks, the use of time management techniques and time management style (from monochronic to polychronic).
Quantitative methods were used (questionnaire) together with qualitative methods (observation, interviews, collection of artifacts), in order to obtain richer, deeper data and view multiple angles of the same phenomenon.
The results of cluster analysis indicated three different time management profiles/types of principals: The Centralized Monochrons, the Procrastinative Managers and the Decentralized Polychrons. One basic conclusion is that the principals who adopt the practices of the Decentralized Polychrons manage better their time.
The three time management profiles of principals are described, analysed, and discussed in order to reach conclusions about the selection, training, and placement of school principals. Through the description of the everyday practice of Cypriot principals useful information concerning school leadership and management are also provided. Finally, the conclusions of this research may prove useful for principals, because they are provided with the opportunity to rethink and evaluate their own time management and effectiveness of their daily practices.
The creation and description of the three time management profiles is the main contribution of this piece of research, since there are not any time management types-profiles registered in the bibliography, which were produced with the use of scientific instruments and procedures.
Kouali, G. and Pashiardis, P. (2015), "Time management profiles of Cypriot school principals: a mixed-methods approach", International Journal of Educational Management, Vol. 29 No. 4, pp. 492-518. https://doi.org/10.1108/IJEM-02-2014-0019Download as .RIS
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